Identification of Challenges in Creating an Inclusive Educational Environment for Minority (Religious, Cultural) Students

Authors

  • Rahimah Hashmi MPhil Scholar, University of Education, Township, Lahore
  • Samra Bashir Assistant Professor PhD (Education), Division of Education, University of Education
  • Hussain Sajjad Hashmi MPhil scholar, Institute of Special Education, University of the Punjab, Lahore
  • Jahanzaib Awan MPhil scholar, Division of Education, University of Education Township Lahore

DOI:

https://doi.org/10.21015/vtess.v11i2.1513

Abstract

Inclusive education has become a global priority to ensure equal educational opportunities for all students, regardless of their backgrounds. The study highlights gaps in existing programs and stresses the need for diverse perspectives and strategies to promote inclusivity in Pakistan. This study uses a quantitative descriptive survey approach to examine the challenges that minority students encounter in achieving inclusivity in education. A survey is administered to minority students (religious & cultural) to gather data on their perceptions on five factors discrimination in the classroom, inadequate teacher training/ lack of cultural and religious sensitivity in teaching, lack of representation, lack of inclusive curriculum and language barriers. Descriptive statistics will analyze data to identify challenges for minority students in creating an inclusive educational environment. The study will recommend ways to promote inclusivity in education for minority students in Pakistan. The study highlights the significance of teacher training, curriculum development, and addressing challenges for improvement in creating inclusive learning environment.

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Published

2023-06-28

How to Cite

Hashmi, R., Bashir, S., Hashmi, H. S., & Awan, J. (2023). Identification of Challenges in Creating an Inclusive Educational Environment for Minority (Religious, Cultural) Students. VFAST Transactions on Education and Social Sciences, 11(2), 36–45. https://doi.org/10.21015/vtess.v11i2.1513

Issue

Vol. 11 No. 2 (2023): April-June

Section

Articles

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