Transition of the Mainstream/Special Education System to the Inclusive Education System in Pakistan

Uzma Rafique


The purpose of this review article is to assess the best practices in inclusive education and how the transition has been affected in the developed regions (Australia, Canada, and U. K) and developing countries (India, Sri Lanka). This is done with a view to understand the nature and processes of Inclusion adopted by Pakistan for making its educational system more inclusive. A four-pillar framework is used to analyze the best practices of inclusive education. The research is based on secondary sources such as publications, articles, and reports. The findings of the research suggest that best practices of inclusive education are the development of educational policies, acceptance of change by key players, collaboration among them, training of teachers and changes in the curriculum.

Keywords:Inclusive education;Four-Pillar Framework; Development of Educational Policies; Acceptance of change; Training of teachers.

DOI: 10.7176/JEP/10-1-11

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