Selective Adaptation in Resource-Constrained Settings: A Grounded Theory Study of Inclusive Teaching Practices in Pakistani Primary Schools

https://doi.org/10.5281/zenodo.17538729

Abstract

This grounded theory paper reveals how inclusive education with limited resources is carried out via the process of selective adaptation of teachers-strategic forms of prioritizing, simplifying, improvising and negotiating the inclusion processes within the constraints of the systems. Taking the notion of adaptation as a departure and difference with the ideals of inclusion, this study identifies adaptation as an advanced professional practice that should be supported and developed. Primary school teachers in Pakistan have shown dedication and initiative towards ensuring inclusion in primary Pakistan education center in spite of the lack of resources, but this have been short-changed by structural limitations which can only be challenged by systemic solutions and not a single measure. Going forward, the inclusion scholarship and policy need to confront the issue of resource limitations but stay true to the education equity and learn ways to proceed that would help teachers in these complicated realities and not overload them. Appropriate selective accommodation is not the abandonment of the inclusion ideals, but enroute to their gradual achievement in realities where total change is something remote, but equity demands are too urgent.