Modifications Accepted and Used by Teachers in Inclusive Classrooms of Punjab, Pakistan
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The current study was conducted to unfold the acceptability and application of different modifications made by teachers in Punjab, Pakistan which aim to accommodate children having various special needs in the classrooms in the province of Punjab. This was a quantitative study and survey method was used for collecting data from 124 primary school teachers performing their duties in 11 districts of Punjab, Pakistan. Descriptive statistics, independent sample t test, and ANOVA were used to analyze the data. The findings of the survey revealed that there was no significant difference in the acceptance and use of different modifications by teachers working in rural as compared to urban areas. Commonly used modifications were considered appropriate for all the students. Most commonly accepted and used modifications included adapting content presentation (simplifying text, highlighting important information in text, using graphic organizers), varying the pace of instruction, designing student engagement activities, and improving the learning environment (decreasing environmental distracters, using peer tutors, and cooperative learning). Adaptations to tests and evaluations were neither commonly accepted nor the most used modification by the teachers. The strict policy of schools regarding grading and testing and teachers’ lack of training in adapting assessment can be the possible reasons behind it.
Keywords: adaptations, inclusive classroom, inclusive education, modifications, special needs
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