Gaps in the Elementary Teacher Education Curriculum Regarding the Inclusion of Children with Disabilities; Teachers’ Perspective
DOI:
https://doi.org/10.21015/vtess.v10i2.1071Abstract
Studies indicate that 96% of the children with disabilities are out of school in Pakistan. Children with disabilities have access to special education schools only, which can accommodate only 4% of children with disabilities. Inclusion of children with disabilities in regular schools is desired to give children with disabilities access to education but general education schools are not welcoming for children with disabilities. One of the major factors contributing to this situation is that the teachers are not educated to accommodate students with diverse needs and abilities. The present study identifies the gaps in the existing elementary teacher education curriculum by exploring the perceptions of elementary school teachers about the ETE curriculum through the survey. A survey questionnaire was developed by the researcher and utilized to acquire the perspectives of the teachers. Results indicate that the existing ETE curriculum does not prepare the teachers to accommodate children with disabilities in regular classrooms.
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