Inclusive Education in Nepal From Theory to Practice

Abstract

Inclusive education is globally accepted as a movement of educational reform in order to establish universally accessible and quality education system that supports to address the problems of exclusion in education. Along with global community, The Government of Nepal also committed to ensure universal quality education and adopted principles of inclusion in education to promote overall education system. Despite the various provisions of inclusive education at policy level, many children in Nepal still remained out of school, among those who come to school, many children leave school before completing primary education and many children suffers from lower learning achievement as well as class repetition. Keeping these concerns in background, this study has aimed to explore the actual situation of inclusive education in Nepal. The intent of this study was to dig out the problems perceived by school teachers to translate the ideals and values of inclusive education in classroom. The convergence parallel design was used as a research method and information were collected through multiple tools namely documents, questionnaires, observation and interview. Seventy five school teachers from fifteen schools were participated and filled questionnaire forms, four classroom teaching were observed, and four children with hard of hearing problem were interviewed in order to obtain desired information.