EVALUATING THE EFFECTIVENESS OF PUNJAB’S 2020 SPECIAL EDUCATION POLICY FOR INCLUSIVE EDUCATION: CHALLENGES, OPPORTUNITIES, AND STRATEGIES FOR IMPROVEMENT

Abstract

This qualitative study evaluated the effectiveness of the Punjab Special Education Policy 2020 in promoting inclusive education for students with disabilities. The research aimed to explore stakeholder perspectives on policy implementation, identify barriers, assess opportunities, and recommend actionable strategies for improvement. Data were collected through semi-structured interviews with 20 participants, including general and special education teachers, school heads, and district education officers from Lahore division in Punjab, Pakistan. Using Braun and Clarke’s six-phase thematic analysis framework, eight major themes emerged: policy awareness, implementation gaps, teacher preparedness, resource constraints, positive impact areas, barriers to inclusion, opportunities for strengthening, and practical strategies for improvement. Findings revealed that although the policy was viewed as progressive, its practical execution remained limited due to insufficient training, inadequate infrastructure, minimal resources, and weak inter-departmental coordination. Teachers, particularly in general education, reported low awareness and a lack of inclusive pedagogical skills. School heads and district officers highlighted systemic challenges such as budget delays and social stigma. However, the study also identified promising opportunities through NGO partnerships, younger teachers’ openness to change, and the potential for inter-agency collaboration. Based on participant insights, nine practical recommendations were proposed, including structured training, localized implementation plans, dedicated funding, and inclusive infrastructure upgrades. The study concludes that while the policy has initiated an important shift toward inclusive education, it requires stronger support mechanisms, accountability structures, and localized planning to fulfill its intended goals effectively.

Keywords: inclusive education, special education policy, Punjab, qualitative research, education reform, thematic analysis