Teachers’ Attitudes toward the Inclusion of Autistic Children in Primary Mainstream Schools in Lahore
https://doi.org/10.5281/zenodo.18349930
Keywords:
Inclusive Education, Autism Spectrum Disorder, Teachers’ Attitudes, Primary Mainstream Schools, LahoreAbstract
This qualitative study explores teachers’ attitudes toward the inclusion of autistic children in primary mainstream schools in Lahore. Using a descriptive exploratory design, semi-structured interviews were conducted with 43 primary school teachers and head teachers. The findings indicate that teachers generally support inclusive education at a conceptual level and recognize the social and moral value of educating autistic children alongside their peers. However, this positive disposition is often constrained by practical challenges, including limited professional training, large class sizes, inadequate resources, and weak institutional support. Teachers’ confidence and willingness to implement inclusive practices were found to be closely linked to their knowledge of autism and the availability of administrative and professional support. The study highlights a clear gap between inclusive education policies and classroom realities, emphasizing the need for targeted training and systemic support to ensure effective inclusion.
