Mapping the Landscape of Inclusion: A Multidimensional Conceptual Framework for Inclusive Education in Pakistan

Abstract

Using qualitative conceptual analysis in this paper, the author wants to develop a conceptual understanding of the provision of education in Pakistan. Using literature from various disciplines, paradigms of inclusive education in Pakistan and in developing countries are compared to develop a theory that would encompass the ideas developed up until now. The resulting conceptual framework consists of seven interconnected concepts: Support, programmes, legislation/policy, school climate, teacher education, curriculum implementation, community involvement, finance, and organizational culture. This framework can be beneficial in the huge Pakistani process of attempting to conceptualize and systematically understand the complexities of implementing inclusive education. It can assist policymakers, practitioners, and researchers in changing and evolving research for the improvement of inclusive education in Pakistan. Last, the paper concludes and considers how the topic and ideas the paper presents could be taken forward to strengthen the practice of integration and participation of children with disabilities in each of the educational systems in Pakistan. More specifically, there is a need for findings regarding the international concept of inclusive education, the continued expansion and elaboration of its theoretical paradigms and models, including education policies and outcomes, and teacher training in relation to inclusion, curriculum development, and community participation regarding exclusion in Pakistan.