PERCEPTIONS AND ATTITUDES OF COLLEGE TEACHERS TOWARDS INCLUSIVE EDUCATION IN GILGIT-BALTISTAN

Abstract

This study examines the perceptions and attitudes of college teachers toward inclusive education in Gilgit-Baltistan, highlighting institutional support, existing barriers, and educators’ readiness to implement inclusive practices. A quantitative survey design was employed using a structured Likert-scale questionnaire administered to 176 teachers (88 male and 88 female) from public and private colleges. Simple random sampling was used to ensure that every teacher had an equal chance of being selected. Findings revealed that most teachers hold positive attitudes toward inclusion, acknowledging its role in promoting equity, empathy, and academic success for all learners. However, implementation remains hindered by inadequate infrastructure, limited training, a lack of assistive technologies, and social stigma. Private college teachers demonstrated more favorable perceptions and institutional support than those in public colleges, while male teachers showed slightly higher awareness levels. The study underscores the need for continuous professional development, institutional reforms, and community sensitization to bridge the gap between inclusive education policies and classroom realities, fostering equitable learning environments across Gilgit-Baltistan