The study was conducted to develop a Teacher Support Programme (TSP) for the successful inclusion of children with disabilities (CWDs) in mainstream classes in elementary schools of Punjab. The purpose of the study was to develop, implement and evaluate a teacher support programme addressing the concerns of elementary school teachers for including CWDs in elementary schools of Punjab. Qualitative research approach with exploratory research methodology had been adopted to conduct this study. The population for the study was all regular teachers teaching CWDs in their classes in elementary schools of Punjab. 12 districts almost out of 36 districts of 09 divisions throughout Punjab province were selected purposively. One instrument, a semi structured interview was used to gather data from participants of the study. Interview protocol was developed on the basic of review of literature. After developing interview protocol, it was dispersed among number of Educational experts, two heads of institutions, 5 assistant and 3 associate professors of Universities with the purpose of extracting their suggestions and opinions for the improvement interview protocol. Interview protocol was finalized after corrections and amendments suggested by the experts. In the study, the data was collected with semi-structured interviews.
Thematic analysis methodology was used to analyze the qualitative data. Interviews were transcribed and themes were extracted for developing programme. Through thematic analysis it was found that teachers teaching CWDs in mainstream classrooms have clear concept of Inclusive education. They also elaborate the clear picture of emerged themes, like needed support areas, competencies, attitudes and concerns. They also proposed solutions of their concerns. They believe inclusion will not be successful until all parties involved otherwise inclusion will be just an unrealistic idea because a number of teachers with practicing inclusion on their own behalf can’t change the whole set up. Government should take actions to make it possible as this is now international voice and promising of state. On the basis of needed support areas, attitudes and concerns of the respondents, a comprehensive Teacher Support Programme was developed, implemented in five schools of districts of Punjab, and evaluated by the researcher. The programme was consisted on 6 stages: (i). First stage deals with the history and worldwide efforts for Inclusive Education as well as dealt with efforts and policies for Inclusive Education in Pakistanis and Province Punjab. (ii). Second stage dealt with school oriented transformation as per identified by respondents. (iii). Third stage dealt with school base transformation for successful inclusion as per identified by respondents. (iv). Fourth stage dealt with implementation and pilot study of Teacher Support Programme (TSP) done by researcher in 5 schools of districts of Punjab. (v). fifth stage dealt with evaluation of programme that was done by researcher before implementation and after one month of implementation. (vi). Sixth and last stage summarize the whole Teacher Support Programme (TSP) as promising to Inclusive Education. The programme was validated by experts of the field and their recommendations were acknowledged. The implementation results revealed that teachers were aware about inclusive education but had just below 10% knowledge about international and national voices and rules and laws about Inclusive Education but after implementation 90% plus teachers were found aware about all aspects of Inclusive education worldwide as well as countrywide. While considering the teachers as key agent and the most important element for fulfill the promising of inclusion, a comprehensive programme was essential for them. The current developed programme worked as roadmap to achieve the targeted of IE as school for all.
Future studies, on the other hand, might look at including teachers from other parts of the country, where other hurdles may exist as compare to Punjab and updated the Teacher Support Programme according to their findings so that this Teacher Support Programme will also be helpful for teachers of other provinces too