Barriers to Inclusive Education in Nepal

다국어 초록 (Multilingual Abstract)

Different attempts have been made to ensure educational rights of the children with disabilities from the side of Nepal Government for few decades, but such endeavors are not enough till the date. In this regard, this article presents the major barriers to inclusive education in Nepal that were found as the result of study. The data collection and analysis process of the study was guided by the qualitative research paradigm. Semi-structured interview was used to collect in-depth information from key informants (five head-teachers and 10 teachers) and related documents were also reviewed for additional information. Several factors such as ambiguity in inclusive education policy, poor collaboration between school and family, lack of knowledge about IEP, curriculum differentiation, multi-tiered support system, and transition planning; inadequate practice of co-teaching, inflexible curriculum, irresponsive instruction, poor physical infrastructure, etc. were identified as the noticeable barriers to inclusive education in Nepalese context.

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