Chapter 3
Literature Review
Several attempts have made and are in progress to study the teachers' perceptions regarding the
teachers-parents collaboration by various scholars. Inclusive education is the critical ingredient
of these studies as it is a concept that has gained significant attention in recent years (Hornby, G.
and Hornby, G., 2014). There is pedagogical approach as an inclusive education that provide an
equal opportunity to students, without considering their backgrounds, capabilities, or disabilities,
to participate in mainstream education by teachers, adopting appropriate methods as per
individual student’ needs for delivering curriculum to them in the class (Loreman, T., 2017). The
inclusive education is aimed to ensure that every student feels valued, supported, and can reach
their full potential in a safe and inclusive learning environment (Singh, J.D., 2016).
Inclusive education, its policies, importance, and some of the main challenges faced by teachers
and students are discussed.
Inclusive Education: Global Perspectives and Local Challenges
Inclusive education has gained prominent attention for research for many years worldwide.
UNESCO (2019) defines it as "Inclusive education is a process of addressing and responding to
the diversity of needs of all learners through increasing participation in learning, cultures, and
communities and reducing exclusion within and from education." The importance of inclusive
education is highlighted by various international organizations considered as authority in
education (Rollan, K. and Somerton, M., 2021). “United Nations Convention on the Rights of
Persons with Disabilities (UNCRPD)” has recognized that the rights of all disabled persons
without any discriminations to education (UN, 2006). The concept of inclusion is still under
discussion and has been defined in numerous ways. Dyson and Millward (2000) defined
"Inclusion is a process of increasing participation of learners, and reducing their exclusion from,
the cultures, curricula, and communities of local schools". Florian and Black-Hawkins (2011)
defined "Inclusion is a process of identifying, understanding, and breaking down barriers to
participation and belonging". Inclusive education emphasizes the need to class room learning
environment’s related barriers to learning for the children, such as discrimination, inequality,
inadequate resources, and emphasized that all learners must have access to eminence education
(Stubbs, S., 2008). Inclusive education is not just about physical accessibility; it is also about
creating a welcoming and supportive environment that fosters a sense of belonging for all
students (Lindsay, 2018).
Inclusive education has numerous advantages. Firstly inclusive education is that it promotes a
sense of social justice and equity among the students. Inclusive education acknowledges and
values the diversity of all learners and recognizes that everyone has something to contribute to
the learning community (Kunc, 2010). By creating an inclusive learning environment, students
are encouraged to build relationships and collaborate with one another, promoting a sense of
empathy, respect, and understanding of diverse cultures, backgrounds, and abilities (Hodkinson
& Vickerman, 2009). Inclusive education is also associated with better academic outcomes for
all students (Schuelka, M.J., 2018). Research has shown that inclusive education can lead to
higher academic achievement, improved social skills, and greater self-esteem among the students
(Giangreco, Doyle, & Suter, 2012). Inclusive education can also benefit students with disabilities
by promoting their independence, enhancing their social skills, and providing them with access
to a wider range of educational opportunities (Salend, 2011). Inclusive education is beneficial to
all students including learners with disabilities. Inclusive education also promotes academic
achievement and positive attitudes towards diversity (Cowie & Smith, 2017). Inclusive education
promotes a sense of belonging and social cohesion, and it prepares learners for life in a diverse
society. Inclusive education consists on pedagogical style that seeks to implement equal
opportunities policy for all learners including children with special needs (Pazey, B.L. and Cole,
H.A., 2013). Inclusive education promotes social justice, sense of equity, and academic success
while creating a welcoming and supportive learning environment for all students (Domingo-
Martos et al, 2022). By adopting inclusive education practices, we can create a more inclusive
and equitable society for all.
The concept of inclusive education is its initial stages in Pakistan, where people with disabilities
have often been excluded from mainstream education (Ehsan, M., 2018). The government has
taken steps to promote inclusive education by implementing policies and increasing funding for
special education (Hameed, A. and Manzoor, A., 2019). UNESCO (2020) states that, there are
only 3% literacy among Pakistani disabled children. This is significantly lower than the national
literacy rate of 60% (UNESCO Institute for Statistics. 2019). The dropout rate for students with
disabilities is much higher than non-disabled peers (Nasir, S. and Hameed, M., 2021). Only 7%
of disabled children enrollment is recorded, and of those who do attend schools, 65% do not
complete their primary education (Pakistan National Forum on Women’s Health, 2017). The
Pakistan Education Statistics Report (2020–21) stated that around 2.5 million children (about
twice the population of Hawaii) in Pakistan are estimated to have disabilities, and the majority of
them do not attend schools (Government of Pakistan, 2021).
The government of Pakistan has taken several steps to promote inclusive education in recent
years (Ali, N.H., 2022). In 2002, the government passed "National Policy for Persons with
Disabilities" promoting equal opportunities, participation, and accessibility for people with
disabilities, including education (Government of Pakistan, 2002). The government has also
established a separate department named "Special Education Department" in each province,
responsible for providing educational and vocational training to children with disabilities
(Government of Pakistan, 2012). "National Plan of Action for Education for All," states that the
government aims to provide inclusive education to all disabled children and ensure their access
to mainstream education. This plan includes the development of a curriculum that is accessible to
all children, teacher training programs, and the provision of assistive technology devices (like
hearing aid instruments, wheelchair) and other support services to students with disabilities
(Government of Pakistan, 2001).
Numerous challenges despite these initiatives still need attention to ensure inclusive education in
Pakistan (Ali, N.H., 2022). The lack of infrastructure, inadequate teacher training, and
insufficient funding are some of the major challenges facing inclusive education in Pakistan Haq
et al. (2020). The study also highlights the need for more inclusive policies, such as the provision
of sign language interpreters and braille textbooks, to ensure equal access to education for
disabled children. These challenges exist in the whole education system of Pakistan at every
level, but this study focuses only on the primary level of education.
Pakistan has made sufficient hard work to encourage inclusive education at primary level, but
several challenges exist that hinder its implementation (Ehsan, M., 2018) and the lack of
resources is the major contributing factor in these challenges. These challenges include
availability of specialized equipment and trained teachers whereas the funding is another
significant challenge to implementing inclusive education in Pakistan (Kuyini et al, 2020).
UNESCO stated that, Pakistan has a shortage of trained teachers to provide inclusive education,
resulting in the elimination of many disabled children from primary education (UNESCO, 2018).
Attitudinal barriers, such as negative attitudes towards children with disabilities or differences,
are another significant challenge to inclusive education in Pakistan (Farooq, M.S., 2012).
Discriminatory attitudes towards disabled children from fellows and teachers can make it
challenging for these children to contribute fully in the education (Shahid & Malik, 2019). The
current curriculum in Pakistan's primary schools is not adapted to fulfill to the requirement of
disabled children, making it more challenging for them to access quality education. The
curriculum does not address the diverse learning needs whole class at the same time, resulting in
exclusion of disabled children (Siddiqui & Mumtaz, 2021). Additionally, lack of accurate and
reliable data on children with disabilities is a noteworthy challenge to inclusive education in
Pakistan. The limited information is available on the number of disabled children in Pakistan,
their needs for education, and the barriers they face in accessing quality education (UNESCO,
2018). Most importantly, the lack of parental involvement in promoting inclusive education is a
significant challenge in Pakistan. Parents of disabled children often do not like to send their
children to school due to negative attitudes and stigmatization (Jabeen, 2020). The lack of
parental involvement includes not knowing the disabled children’ rights and own participation in
school activities (Hornby, G. and Lafaele, R., 2011). This lack of parental interest is the biggest
factor in non-growing inclusive education in Pakistan.
There are several hurdles to the execution of inclusive education at the primary level in Pakistan
(Hafeez, A., 2020). Some of the challenges include limited resources, attitudinal barriers, a lack
of curriculum adaptations, insufficient data, and limited parental involvement (Adewumi, T.M.
and Mosito, C., 2019). This study further aims to explore parent-teacher collaboration at the
primary level in Pakistan in the context of inclusive education.
Importance of Parents Perception about Inclusive Education in Pakistan through Parent-
Teacher Collaboration.
The parents' perceptions regarding the parents-teachers collaboration for educational process of
disabled children in Pakistan is also important for the study as they are the major stakeholder and
contributor to learning process of the disabled children (Zulauf-McCurdy et al, 2022). In
Pakistan, disabled children face significant barriers to accessing quality education, and parental
involvement in inclusive education which play a vital role in overcoming these barriers
(Hussain, K., 2012). The section discusses the parents' role in inclusive education for disabled
children in Pakistan, the benefits for teachers working with parents, barriers to parent-teacher
collaboration, and policy guidance.
In Pakistan, parents play a critical role in promoting inclusive education for their children with
disabilities (Ali, N.H., 2022). They can support their children's learning by communicating with
teachers, advocating for their needs, and providing them with their full support (LaRocque et al,
2011). Research in Pakistan has shown that parental involvement is positively associated with
the academic achievement, social skills, and emotional well-being of children with disabilities
(Khan, 2019; Malik & Chaudhry, 2015). Parents can also help their children develop social skills
by encouraging them to participate in activities with their peers. Parents' involvement in their
children's education has been linked to improved teacher-parent relationships and a more positive
school climate (Yasin & Bari, 2016). Parents are the main contributors who play a crucial role in
the successful educational journey of disabled children.
Teachers-parents collaboration is essential to promoting inclusive education for disabled children
in Pakistan (“Sharma, et al. 2013”). Collaboration can also lead to increased parental
participation in education of their children, which can have constructive effects on children's
academic achievement as well as emotional well-being (Yasin & Bari, 2016). When teachers
work with parents, they can gain valuable insights into the children's strengths, needs, and
preferences (Bedell, et al, 2011). This information can help teachers tailor their instruction and
support to meet the children’s individual needs. Research in Pakistan has shown that teacher-
parent collaboration can improve the academical and communal outcomes of disabled children
(Khan, 2019; Malik & Chaudhry, 2015). A positive teachers-parents collaboration in an inclusive
environment is fruitful and beneficial in favor of disabled students’ educational growth and
development.
The Constitution of Pakistan guarantees equal educational opportunities to all citizens, including
those with disabilities. Absence of policy guidance and non-implementation exists to ensure that
disabled children have access to inclusive education. “The National Policy for Persons with
Disabilities (2002)” emphasizes the importance of involving parents in their children's education,
but there is a need for further policy guidance by the concerned policy makers and their
implementation to promote parent-teacher collaboration in inclusive education.
Despite the benefits of collaboration, there are several barriers that can hinder effective parent-
teacher communication and collaboration in Pakistan. These barriers include a lack of awareness
and education about disability, cultural and religious beliefs, language barriers, and negative
attitudes toward disability. The teachers may be hesitant to engage parents in educational journey
of their children if they feel that parents nonexistence the necessary skills or resources to work
with them (Malik & Chaudhry, 2015). Parents may feel intimidated by the education system or
may not have the time or resources to be fully involved in their children's education (Khan,
2019). Such factors must be considered by higher authorities to maximize collaboration between
parents and teachers.
Inclusive education for children with disabilities in Pakistan requires collaboration between
parents and teachers (Bouillet, D., 2013). Parents play a critical role in supporting their children's
learning, while teachers can benefit from the insights that parents can provide. The stated barriers
can hinder effective parent-teacher collaboration in Pakistan. A well-established policy guidance
and its comprehensive implementation are needed to promote collaboration to ensure that all
children have access to inclusive education.
Pakistani Teachers Believing’s about Inclusive Education through Parent-Teacher
Collaboration.
The positive perception will enhance teachers' involvement in teaching-learning, which is critical
for successful inclusive education (Suleymanov, F., 2015). The perception of teachers in
Pakistan on working with parents towards inclusive education for disabled children is needed to
be explored in more detail. The discussion will focus on the empirical findings about teachers'
experiences working with parents in Pakistan, the strategies employed, what works and what
does not, and the significance of their understanding or perception about collaborating with
parents. A study by Rasool and Bashir (2019) described the teacher’s perceptions regarding
inclusive education including working with parents in Pakistan. The findings indicated that
teachers believed that the involvement of parents is critical for the academical and communal
development of disabled children. Teachers reported challenges in engaging parents in
educational journey of disabled children due to factors such as parents' lack of education,
poverty, and cultural beliefs about disability. Another study by Baig and Zaidi (2019) found that
teachers believed that educationally participation of parents could resulted to better academic and
social outcomes for children with disabilities. Teachers also reported that parents lacked
knowledge, skills, and lack of support from the school administration to facilitate parental
involvement.
Pakistan has taken some serious steps to implement inclusive education and teachers-parents
collaboration in this context. The National Education Policy of 2021 highlights the importance of
parents' involvement for child's education and encourages teachers to collaborate with them. In
Pakistan, teachers use following strategies to keep collaborating with parents of disabled
children. One strategy used by teachers in Pakistan to collaborate with parents is regular
communication. Teachers maintain regular contact with parents and keep them informed about
their children's progress or any challenges faced in the classroom. This helps parents understand
the educational needs of their children and support them at home. It has been observed that
teachers-parents communication accelerates student learning and development (Ahmad et al,
2021). Another strategy is to involve parents in the education process teachers used to engage
parents in activities such as parent-teacher associations, parent-teacher meetings, and school
events (Staples, K.E. and Diliberto, J.A., 2010). Research suggests that parental involvement is related
to improved academic performance and student conduct (Ahmad et al., 2021). This involvement
creates a partnership between parents and teachers, where they can work together to support the
children's educational needs.
Individualized Education Program (IEP) is a legally binding document that specifies the
educational objectives, accommodations, and services a student with a disability needs to get an
adequate education (Dasel, N.J. and Elisha, S.I., 2018 ). Parents-teachers’ collaboration is necessary
for the effective implementation of an Individualized Education Program (IEP), since both sides
have unique insights into the student's needs and talents (Correia, A., Teixeira, V. and Forlin, C., 2021).
The teachers’ perception about parent-teacher collaboration may significantly influence the
preparation and execution of an IEP (Whitbread et al, 2007). Teachers regard parents as educational
participants; they are more likely to include them in decision-making and their opinion when
creating an Individualized Education Program (Yell et al 2013). In contrast, if teachers regard
parents as impediments to their professional judgement, they may be less ready to cooperate and
more likely to reject parental participation in the IEP process.
Teachers in Pakistan are now trying to involve parents in the Individualized Education Plan
(IEP) process (Malik, S., 2020). IEPs are developed for students with disabilities, and they
outline the educational goals and accommodations needed to support their learning ( Mosbiran,
2021). Including parents in the IEP process allows them to contribute their knowledge of their
child's needs and preferences (Clark, S.G., 2000). IEPs that include parental and other
stakeholder input are more likely to successfully address the student's requirements (Rana and
Hussain, 2018). To guarantee the success of an IEP, teachers must realize the significance of
collaboration with parents and seek their input throughout the preparation and execution of the
plan (Olivo et al, 2021). By collaborating with parents, instructors may ensure that the IEP is
personalized to the student's individual requirements and that all parties are involved in the
educational plan's success. Effective cooperation between teachers and parents may result in
improved results for children with special needs.
Teachers' perceptions and experiences of parent-teacher collaboration may have a significant
impact on the strategies they employ to establish and maintain strong relationships with parents
IEPs that include parental and other stakeholder input are more likely to successfully address the
student's requirements (Lazar et al, 1999). Among the strategies often associated with the
experiences and perceptions of instructors are open communication (Teachers experiences open
communication with parents, for the superior educational journey of the disable children, who
have had great interactions with parents. They perceive email updates, newsletters, and phone
calls as a tool to tell parents about their child's educational development and changing needs.)
( Richardson et al, 2016), Positive feedback (Instructors with excellent experiences dealing with
parents are more likely to offer positive comments on disable children’s development. This may
include sending letters home, making phone calls, or using other methods to inform parents when
their children are doing well. (Heiman, T., 2002)) Collaboration (Teachers who perceive parent-
teacher collaboration as a vital tool for fostering student achievement may be more inclined to
cooperate with parents on classroom projects, homework assignments, and other activities. Also,
they may solicit parental feedback when organizing classes or evaluations (Barge, J.K. and
Loges, W.E., 2003)) Empathy (Instructors having favorable experiences dealing with parents
may be more empathetic towards parents' perception and issues. They may be open to consider
parental criticism and modify their instructional methods to better suit the requirements of
children.( Levac, et al 2008.)), Proactive approach (Instructors who have had excellent
interactions with parents may be more proactive in addressing possible problems prior to their
escalation (Webster-Stratton et al., 2007). For instance, they may plan periodic check-ins with
parents to address any concerns or challenges and find solutions cooperatively.)
Teachers who have had good collaboration with parents are more likely to consider parent-
teacher collaboration as a worthwhile tool for fostering student’ educational achievements
(Tschannen-Moran et al, 2004). To establish and sustain strong collaboration with parents,
teachers in Pakistan may also use a variety of tactics, as stated above including parents in the IEP
process for effective collaboration. By working together, teachers and parents can support the
educational needs of disabled once and form inclusive learning environment.
Effective parent-teacher collaboration is essential for the educational success of disabled
children. There are several factors act as hurdles in achieving this collaboration in Pakistan. One
of the major factors is the deficiency in parental knowledge and awareness children's disability
and the appropriate educational interventions. Ahmed et al. (2018), parents of children with
disabilities in Pakistan have limited knowledge about their child's condition and rely heavily on
teachers for guidance. This knowledge gap creates a communication barrier between parents and
teachers, hindering effective collaboration (Graham-Clay, S., 2005). Another factor is the
negative attitude of some teachers towards children with disabilities and their families. Many
teachers in Pakistan hold negative beliefs and stereotypes about children with disabilities, which
can lead to discriminatory behavior towards them and their families (Nisar and Naz, 2018). This
negative attitude makes it difficult for parents to establish a trusting relationship with teachers,
which is essential for effective collaboration. The lack of resources and infrastructure in schools
for children with disabilities is a significant challenge. Many schools in Pakistan lack specialized
equipment and trained staff as per requirements of disabled children (Ghafoor et al. 2017). This
deficiency creates additional stress for teachers, making it challenging to establish a productive
collaboration. The nonexistence of knowledge and responsiveness among parents, the adverse
attitudes of teachers, and the lack of resources and infrastructure in schools are the cumulative
primary factors that hinder effective parent-teacher collaboration for disabled children in
Pakistan.
A study by Naeem and Khatoon (2021) investigated the understanding of teachers regarding the
crucialness of parental immersion in inclusive education in Pakistan. The study found that
teachers recognized the engagement of parents is essential in their children's education and
acknowledged the benefits of parental contribution for children's academical and communal
outcomes. The study also highlighted that teachers faced challenges in involving parents and
emphasized the need for support from school administration and the government to facilitate
parental involvement.
The perspectives of teachers in Pakistan on working with parents towards inclusive education for
disabled children are critical for successful implementation. The studies discussed in this
literature review, suggest that teachers recognize the immense need of parents engagement with
them and use they actively employing various strategies for this purpose. They also face
challenges in engaging parents due to socio-economic, cultural, and educational factors. To
promote parental involvement, there is a need for school administration and government support,
workshops to improve parental knowledge and skills, and improved communication methods
between teachers and parents. The efforts for further insight may useful to explore the
perspectives of parents and children.
Research Gap
Exploring teachers' perspectives with regards to parents-teachers collaboration in inclusive
education in primary education in Pakistan is crucial for several reasons. First, teachers are key
stakeholders in inclusive education as they play an important role in creating an inclusive
classroom environment and implementing inclusive practices (Imran & Aslam, 2021). Second,
parent-teacher collaboration is essential for successful inclusive education as it fosters positive
relationships, increases parental involvement, and promotes the academic success of students
with diverse needs (Koay, 2020). Finally, exploring teachers' perspectives can provide valuable
insights into the challenges and barriers to parent-teacher collaboration and inform the
development of effective strategies to enhance collaboration. This investigational efforts are in
the diriection to explore teachers’ perceptions about the role of collaboration between parents
and teachers.
This chapter synthesized and analyzed the literature related to parent-teacher collaboration in
inclusive education at the primary level in Pakistan. The next chapter will analyze the collected
data and discuss the findings.
Summary
A positive perception of teachers regarding the parent-teacher collaboration is crucial to achieve
the objective of positive educational growth of the disabled children.
Inclusive education can be beneficial for students, teachers, and parents if parents collaborate
with teachers. Several studies have been conducted in Pakistan on parent-teacher collaboration in
the inclusive education of children (Shah and Akhter, 2018; Sidiqui and Jafri, 2016; Khan and
Khurshid, 2019). The studies suggest that both parents and teachers have positive attitudes
towards inclusive education, parents have a keen interest to be engaged with teachers for
educational collaboration for in their children. An improved communication and parent-teacher
collaboration ensure that the needs of all students are being met. While there have been some
studies conducted on parent-teacher collaboration in inclusive education in Pakistan. Further
investigation is essential to fully understand the challenges and opportunities for collaboration in
this context.
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