Nurturing inclusive education through collaborative professional learning

The idea of inclusive education is central to global education policy and
sustainable development goals, as stated in the Salamanca Statement (UNESCO,
1994). Similarly, the Government of Pakistan also encourages the inclusion of
children with special educational needs (SEN) in mainstream schools. However,
there is a lack of trained staff in the mainstream system. Therefore, this study
aims to assess the challenges and opportunities associated with implementing
an inclusive education policy in selected public primary schools in Pakistan.
Additionally, this paper focuses on the role of leadership in nurturing inclusive
education through collaborative professional learning and attempts to address
the following research question: How can the role of leadership contribute to
collaborative professional learning and professional development to foster
inclusive education? A qualitative method was employed to approach this
study. The data for the study was gathered through online interviews using
a semi-structured questionnaire. The study involved six head teachers from
public primary schools in Pakistan, selected through a purposive sampling
technique. The data gathered from the head teachers was analysed using
thematic analysis. The study revealed that the basic requirements of the children
had been overlooked. Conclusions drawn from the perspectives of the head
teachers indicate a lack of knowledge regarding disabilities in society, a deficit
of collaboration among specialists, detrimental infrastructure, and a shortage
of qualified professionals in the system. Moreover, the head teachers have the
potential to foster collaboration and advocate for interprofessional training.
Their involvement could contribute to developing an environment conducive
to inter-professional collaboration and improving teacher professional
development.