Access of school education for children with disabilities in Punjab: Getting teachers’ perspective

Abstract

The Governments in Pakistan have formulated programs and policies over the years for students with special needs to help them to access mainstream school education. Despite these policies, students with special needs are amongst the most disadvantaged in terms of access to schooling. This study investigated the factors related to the accessibility of students with disabilities in the regular schools of Punjab. A descriptive research design was used to conduct this study. A total number of 277 teachers were taken as a sample from 10 cities (randomly selected) in Punjab. A quantitative survey was used to collect the data.  The tool of the research comprised 6 main factors including policy, learning environment, communication, attitude, social environment, and physical factors comprised structured items. Data analysis showed physical environment and social environment as more influential factors related to school access among six factors. Adapted classrooms, libraries, laboratories, disability-specific assistive devices, transportation and relevant furniture have highlighted the facilities required to make general schools accessible for students with disabilities. ANOVA reveals a significant difference among the responses of teachers on school access based on work experience and qualification. The study recommended focusing on all 6 areas mentioned in this research to increase school access for persons with disabilities.