INCLUSIVE TEACHING PRACTICES IN HIGHER EDUCATION: STAFF AND STUDENT PERCEPTIONS AT A PAKISTANI UNIVERSITY

Abstract

It is assumed that universities in Pakistan are expected to make teaching accessible to students with disabilities, but it is not known to what extent teaching meets the expectation. This study was conducted to explore the perceptions of Heads of department, teachers and students of one university in the town of Rahim Yar Khan, Pakistan regarding teaching practices that promote accessibility and inclusion. The design of this study was an explanatory sequential mixed method. A questionnaire was completed by 25 Heads of department, 125 teachers and 375 students, and interviews were held with Heads of department. Five practices were rated: Universal Design for Learning, accommodation for differing learning styles, inclusive language, inclusive methods, choice in the way that learning is demonstrated, and response to challenges posed by a disability. The average score was 3.35 out of 5. Approximately half of the responses were positive (53%), a quarter were negative and a fifth were undecided. The five practices were rated at a very similar level and there were no significant differences between the responses of Heads of department/teachers and students. Inclusive teaching was felt to be present but was not well developed. The “undecided” responses suggest that there is uncertainty, but the study can't tell whether this is due to limited visibility, mixed experience, or something else. The results inform staff development and better communication of support.