The Action Phase: Elaborating Implementation and Initial Effects of a Teacher Support Program (TSP) for Inclusive Education in Punjab Elementary Schools

Abstract

This paper set out to implement and conduct a detailed discussion on the feasibility and early effects of a training program (TSP) which was earlier developed to promote the inclusion of children with disabilities (CWDs) in mainstream primary schools in Punjab in Pakistan. The aim of this inquiry was to document the implementation (Stage 4) and outcomes (Stage 5) of the TSP model by use of a Descriptive Case Study design. Following the initial essential School Based Transformation (Stage 3) work, the intervention consisted of an intensive “train-the-trainers” approach and 24 hours of training focused on a specific curriculum for teachers of five chosen pilot schools, which was an intensive “train-the-trainers” approach. Implementation process data indicated high adherence (> 90%) while pre-intervention outcomes (Diagnostic Assessment) reported robust teacher knowledge and skills growth ( + up to 41 percentage points). Most importantly, the TSP reframed teachers’ understanding of inclusion from an act of goodwill to a professional duty anchored in legislation, rules, and policy knowledge. The trial demonstrates that the TSP is an operational high fidelity program, thus providing evidence based groundwork for longitudinal evaluation to create an affordable and sustainable model for successful inclusive education in the region.