From Policy to Practice: A Critical Review of Inclusive Education for Children with Special Educational Needs and Disabilities in Punjab, Pakistan
DOI:
https://doi.org/10.70670/sra.v2i2.2494Keywords:
Inclusive Education, Special Educational Needs, Disabilities, Punjab, Pakistan, Policy ImplementationAbstract
This critical review examines the gap between inclusive education policies and their implementation for children with Special Educational Needs and Disabilities (SEND) in Punjab, Pakistan. Drawing on literature from 2010-2023, this paper analyses policy frameworks, implementation challenges, teacher preparedness, infrastructural barriers, and socio-cultural factors affecting inclusive education. The review reveals significant disparities between policy intentions and ground realities, highlighting systemic issues that impede meaningful inclusion. Recommendations for bridging the policy-practice divide are presented to inform future educational reform in Punjab.
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