RECENT PEDAGOGICAL PRACTICES FOR INCLUSIVE EDUCATION: GLOBAL PERSPECTIVES AND EVIDENCE FROM PAKISTAN

Abstract

The study has explored recent pedagogical practices on inclusive education in the light of the global understandings and Pakistani evidence. Data was gathered from 376 teachers across mainstream, inclusive and special education schools using a quantitative survey design. The instruments used to measure teacher preparedness were a structured questionnaire on UDL, DI, collaborative learning, assistive technology, digital accessibility, and inclusive assessment practices. The statistics used were descriptive and inferential statistics that include frequency, percentage, mean, Standard Deviation, t-test, ANOVA, correlation, reliability and regression analysis. The results reflected the moderate level of inclusive pedagogical practice by teachers. Assistive technology and digital accessibility were relatively low in relation to other sections, with collaborative and peer supported learning being the strongest area. The differences were significant according to the location of the institution, training, school type, qualification, and years of teaching experience. The study findings indicated a need for robust teacher training, available support materials, assistive technology, and on-the-job support for inclusive education in Pakistan.