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The study examined teacher knowledge, awareness, and perceptions of students with disabilities in higher education. At the University of Karachi, 264 faculty members from the science, social sciences, education, and management departments participated in a mixed-methods study. The findings suggested that faculty members lacked disability understanding, leading to stress and limited decision-making competence. They also lack confidence in teaching students with disabilities. The study suggests expanding enrollment, establishing supervisory authority, providing barrier-free infrastructure, adjusting teaching methodologies, community awareness initiatives, and promoting equity policies. Further research should explore Universal Design for Learning, assistive technology, individualized teaching approaches, attitudes, policy views, ICT influence, and student academic achievement.
Naz et al. (Sun,) studied this question.