University Faculty Attitudes towards Inclusive Education for Students with Special Educational Needs: A Case Study of the University of Karachi

Abstract

This study investigates university Faculty attitudes towards inclusive education for students with special educational needs at the University of Karachi. Utilizing a quantitative descriptive survey design, data were collected from a sample of 250 faculty members across various departments using stratified random sampling. The instrument was adapted from the SACIE-R scale and administered through both online and printed questionnaires. The findings reveal that university teachers generally hold positive attitudes and strongly support the inclusion of students with special educational needs in mainstream classrooms. However, they demonstrated lower confidence in actual teaching practices due to insufficient training, lack of resources, inadequate assistive technologies, large class sizes, and limited institutional support. Gender-based differences were not significant, while confidence and perceived support varied across faculties. The study highlights the gap between positive attitudes and practical readiness. It recommends targeted professional development programs, better resource allocation, and stronger institutional policies to promote effective, inclusive education in higher education institutions in Pakistan.

Keywords: Inclusive Education, University Teachers, Faculty Attitudes, Special Educational Needs, University of Karachi, Higher Education, Pakistan