Possibilities Of Inclusion Of Children With Mild Intellectual And Developmental Disabilities At Primary Level: A Teacher’s Perspective

This research observed the possibilities of inclusion of children with mild intellectual and developmental disabilities at primary level from teacher’s perspective. The study was a descriptive survey designed to seek the opinion of the teachers regarding inclusion. The population for the present study consisted of 35 primary regular schools in Okara city, 50 respondents were selected for the sample of 15 head teachers and 35 primary school teachers from the total population using proportional allocation and simple random technique. The quantitative data was obtained through a questionnaire and analyzed by using both descriptive and inferential statistics, percentages, mean scores and t-test in SPSS software environment. The results showed the benefits of inclusive education for educational policymakers, teachers, administrators, and stakeholders to accommodate and facilitate IDD students in a regular school and classroom to achieve better education for all, especially inclusion.