Training Requirements of Educators In Relation to Introducing Inclusive Education Practices in Existing System of Sindh, Pakistan
DOI:
https://doi.org/10.58341/srj.v3i1.42Abstract
The study evaluates teachers’ and principals' training requirements in Sindh province, Pakistan, for effective inclusive education management. It focuses on teachers' knowledge, talent capabilities, information and ability skills, necessary training areas for teachers to enforce inclusive practices, and specific training requirements for principals to manage inclusive education practices. The study uses a survey design and a hypothesis to improve the findings. The population includes educators and administrators from the University of Karachi's Bachelor of Education program. The survey covers 10 key issues related to inclusive education training and 20 competencies for teachers and principals. Respondents rate their knowledge on a 5-point scale. The study contradicts previous research suggesting teachers are crucial in inclusive education. It found instructors have knowledge and skill competencies but no difference in management or expert support. Teachers are more supportive, but further training is needed for communicative talents and disability assessment.
Keywords:
Inclusive education, Training needs, Teacher & principal, Knowledge, Skills, Competencies, Survey and Disability
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