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The study used a descriptive methodology to investigate teachers' perspectives on inclusive education practices in urban schools, with teacher attitudes serving as the dependent variable and taking into account factors such as disability types, the role of co-teaching, administrative support, and in-service training for inclusive educational success. The survey included 122 District East high school mainstream teachers from the Karachi Division. Participation was completely voluntary and considered a convenience sample. Females responded at a greater rate (69%), and the majority of participants were above the age of 45 with Master's degrees. The study reveals an evenly divided instruction level between three teaching levels, with seminar/workshop attendance ranking was comparatively high. However, only few of them had no special needs courses. The study found that mainstream teachers' attitudes toward the inclusion of children with special needs are typically positive, but they may be improved, consistent with earlier studies. In conclusion, the study reveals that teachers have modest views on inclusive education with significant challenges in all five sub-domains. Despite this, most teachers believe children with special needs can be effectively taught in regular classrooms.
Naz et al. (Sun,) studied this question.