Mainstreaming Special Needs Students: Addressing Challenges and Strategies for Inclusive Education

• Javed Ali Rajpar

  Author

Inclusive education has emerged as a global priority, endorsed by the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and Sustainable Development Goal 4 (Quality Education). Despite these policy frameworks advocating equitable access, the integration of special needs students into mainstream school settings remains challenging, particularly in low- and middle-income countries. This study investigates the current state of inclusive education practices in mainstream public schools, focusing on pedagogical approaches, institutional preparedness, and the experiences of teachers, administrators, and parents. Guided by the Social Model of Disability, Vygotsky's Sociocultural Theory, and the Universal Design for Learning (UDL), this qualitative research employs semi-structured interviews, focus groups, classroom observations, and document reviews. Findings reveal significant disparities in teacher preparedness, infrastructural resources, and community involvement. While some schools have implemented inclusive strategies such as differentiated instruction, peer scaffolding, and active family engagement, many face systemic challenges, including inadequate funding, limited professional development opportunities, and cultural stigma. The study highlights a clear gap between policy intentions and real-world implementation. Thematic analysis suggests that sustainable inclusion requires multi-stakeholder collaboration, context-specific policies, and institutional accountability. This paper concludes with recommendations to bridge the policy-practice gap, including enhanced teacher training, improved infrastructure, community engagement, and curriculum reform. Ultimately, the study advocates for a redefinition of inclusive education—not as an intervention but as an essential component of equitable, quality education for all students.

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