Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Nasima Syed Shakeel Ahmed Jan

Department

Institute for Educational Development, Karachi

Abstract

Education for all, irrespective of race, ethnicity, background, or learning difficulties, is crucial to ensuring that no child is left behind. This inclusive approach must begin in the early years when foundational learning takes place. With this significance in mind, the study aims to analyze inclusive education within an ECE setting in Karachi, Pakistan. Conducted in a school that actively supports students with Special Education Needs (SEN), the research employs a qualitative case study approach to the process, challenges, and opportunities in ECE inclusive Education setting in Karachi, Pakistan. Data were collected through interviews with teachers, parents, and the school head, alongside classroom observations and document analysis, ensuring comprehensive insights through triangulation. The study identifies five key themes: Perception and understanding of Inclusive education, teachers’ inclusive practices, challenges, opportunities, and stakeholder perspectives. These five sub-themes provide rich data for in-depth discussion and connection to existing literature. Findings reveal that while teachers have a strong grasp of inclusive education, supported by proactive leadership and therapists, there are gaps in communication, regular monitoring, and the availability of adequately trained inclusive teachers. The findings of this study led to actionable recommendations aimed at enhancing training programs, supporting stakeholder collaboration, and promoting robust state policy involvement, aligning with UNICEF’s “Education for All” initiative to ensure equitable and quality education for every child.

First Page

1

Last Page

106

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