Inclusive Education Practices in Gilgit-Baltistan: Effective Strategies for Supporting the Inclusion of Students with Disabilities in Mainstream Primary Classrooms in Gilgit and Skardu

Abstract

Mainstream education refers to a system in which students with and without disabilities learn together in general classrooms with equal opportunities, appropriate support, and meaningful participation. It emphasizes inclusion, acceptance, and the removal of barriers that limit learning and engagement. This study examines inclusive education practices in mainstream primary schools in Gilgit and Skardu, focusing on teachers’ perceptions of infrastructure, teaching strategies, instructional resources, and classroom interactions. Using a quantitative research design, data were collected from 120 teachers through a structured Likert-scale questionnaire. Purposive sampling ensured representation from government, private, and community schools. Findings show that although teachers hold positive attitudes toward inclusion, significant challenges persist. Infrastructure is moderately adequate but lacks disability-friendly facilities and assistive tools. Effective teaching strategies are commonly used, yet teaching-learning aids and digital resources remain limited. Strong teacher–student and peer relationships support collaboration and social development. Skardu shows slightly better facilities and resources than Gilgit. The study highlights the need for improved infrastructure, targeted teacher training, and greater availability of inclusive teaching resources.