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3 Pakistan J.L. Analysis & Wisdom 154 (2024)
Inclusive Education in TVET: Exploring Vocational Educators' Perspectives on Policies, Structures, Systems, and Practices

handle is hein.journals/pknjlolw3 and id is 617 raw text is: Pakistan Journal of Law, Analysis and Wisdom Volume No. 3, Issue No. 3, March 2024 e-ISSN: 2959-0825, p-ISSN: 2959-0817 http://pjlaw.com.pk Inclusive Education in TVET: Exploring Vocational Educators' Perspectives on Policies, Structures, Systems, and Practices Gouhar Pirzada CEO, STEP Institute of Art, Design and Management, Lahore, Pakistan Gouhar.pirzad a step.edu.pk Tahira Batool Bokhari Associate Professor, Government College for Women, Jhang, Pakistan drtahirabatool96agmail.com Dr. Faisal Anis Assistant Professor, Department of Education, University of Management and Technology, Lahore faisal.anis a umt.edu.pk Abstract Inclusive education is a teaching approach that gives all students equal employment opportunities without any discrimination. It gives importance to diversity, encourages participation, and ensures that all students have enough assistance to accomplish their educational requirements. This research aims to identify the possibilities and challenges that vocational educator face while practically implementing inclusive education policies and practices. The Delphi method was chosen as a data collection method for the current research. This approach uses pre-designed questionnaires and iterative feedback loops to finalise the perspectives of a group of knowledgeable individuals. The panelfor the current research was comprised of vocational educators with expertise in teaching students with various educational requirements. This study has yielded insights that may be used to establish better policies and procedures to guarantee that all students have equitable access to education and that they have better educational outcomes. Keywords: Inclusive Education; Vocational Education; Diversity; Learning Needs; Delphi Technique © 2024 The Authors. This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License. 1. Introduction Inclusive education is a teaching approach which focuses on including students with special needs into regular schools and making them a part of their community. Furthermore, all students are able to study in their home schools, classes are all connected, and schools should be the centre of their community where families, organisations, and other individuals are able to use their facilities. It celebrates diversity and promotes a comprehensive approach whereby all learners are given the necessary support to meet their learning needs. Since the World Conference on Special Needs Education in Spain in 1994, inclusive education has been the focus of attention in the field of education (Ainscow et al., 2019; UNESCO, 1994). The conference drew together representatives from ninety-two member states and twenty-five international organisations, which made a spirited commitment to education for all (UNESCO, 1994). According to UNESCO, the definition 154