Dialogue Social Science Re iew (DSSR)
www. hedss .com
ISSN Online: 3007-3154
ISSN P in : 3007-3146
Vol. 3 No. 11 (No embe ) (2025)
15
Selec i e Adap a ion in Resou ce-Cons ained Se ings: A G ounded
Theo y S udy o Inclusi e Teaching P ac ices in Pakis ani P ima y
Schools
D Tahi a Ba ool Bokha i
Associa e P o esso , Depa men o Educa ion, Go e nmen College o Women, Jhang
Email: [email p o ec ed]
D Faisal Anis
Assis an P o esso , Depa men o Educa ion, School o Social Sciences and
Humani ies, Uni e si y o Managemen and Technology, Laho e
Email: [email p o ec ed]
D . Muhammad Jamil
Lec u e , Depa men o Educa ion, Go e nmen College Women Uni e si y, Sialko
Email: [email p o ec ed]
ABSTRACT
This g ounded heo y pape e eals how inclusi e educa ion wi h limi ed esou ces
is ca ied ou ia he p ocess o selec i e adap a ion o eache s-s a egic o ms o
p io i izing, simpli ying, imp o ising and nego ia ing he inclusion p ocesses
wi hin he cons ain s o he sys ems. Taking he no ion o adap a ion as a depa u e
and di e ence wi h he ideals o inclusion, his s udy iden i ies adap a ion as an
ad anced p o essional p ac ice ha should be suppo ed and de eloped. P ima y
school eache s in Pakis an ha e shown dedica ion and ini ia i e owa ds ensu ing
inclusion in p ima y Pakis an educa ion cen e in spi e o he lack o esou ces, bu
his ha e been sho -changed by s uc u al limi a ions which can only be
challenged by sys emic solu ions and no a single measu e. Going o wa d, he
inclusion schola ship and policy need o con on he issue o esou ce limi a ions
bu s ay ue o he educa ion equi y and lea n ways o p oceed ha would help
eache s in hese complica ed eali ies and no o e load hem. App op ia e selec i e
accommoda ion is no he abandonmen o he inclusion ideals, bu en ou e o hei
g adual achie emen in eali ies whe e o al change is some hing emo e, bu equi y
demands a e oo u gen .
Keywo ds: Selec i e Adap a ion, Inclusi e Educa ion, G ounded Theo y,
Resou ce-Cons ained Se ings, Pakis ani P ima y Schools, Teache Decision-
Making, Pedagogical Modi ica ion
In oduc ion
Inclusi e educa ion has become an in e na ional demand, p omo ed in in e na ional
documen s ha es ablish his policy, such as he Salamanca S a emen o he Uni ed
Na ions Sus ainable De elopmen Goal 4, a p o ision o equi able quali y educa ion o
all lea ne s (UNESCO, 2015). None heless, whe e Wes e n-cen ic models a e no
applicable o concep ualize eaching and educa ion h ough inclusi e pedagogies due o
Dialogue Social Science Re iew (DSSR)
www. hedss .com
ISSN Online: 3007-3154
ISSN P in : 3007-3146
Vol. 3 No. 11 (No embe ) (2025)
16
esou ce cons ain s, such coun ies o e dis inc obs acles, which also need heo e ical
eimagina ion (Singal, 2019). Pakis an, one o such in ica e educa ion en i onmen s
de ined by unde de eloped in as uc u es, poo aining o eache s, and he con inued
sociocul u al ba ie s se e as good examples o si ua ions in which he global placing
equi ing inclusion in he sys em a e no obse ed due o s uc u al impedimen s (Noo e
al., 2025; Saleem e al., 2025; Waqa e al., 2025). This pape uses g ounded heo y
app oach o examine he p ac ice o p ima y school eache s in Pakis an as an ins ance o
selec i e adap a ion s a egy o gi ing app op ia e adjus men and p io i y o inclusion
p ac ices in limi ed si ua ions.
Selec i e adap a ion explains he p ocesses whe e eache s a e making conscious
decisions conce ning he elemen s which can be abso bed, adap ed o a oided ega ding
pedagogical amewo ks acco ding o eali ies in he si ua ion (O'Donoghue & Chalme s,
2000). All he oppo uni ies o inclusi i y in he educa ion p ocess a e s essed in he
amewo k o global dialogue, bu when he si ua ion is ma ked by he sho age o bo h
inancial and human esou ces, eache s in he con ex o de eloping si ua ion ha e o
o e come he con lic be ween policy idealism and p ac ical es ic ions (Miles & Singal,
2010). These adap i e sys ems a e connec ed o unde s anding he con ex - esponsi e
inclusion s a egies ha need o conside he s uc u al con ex s bu p omo e educa ional
equi y.
The educa ion sys em o Pakis an has mo e han 24.61 million s uden s in p ima y
educa ion, bu he e is a consis en challenge o a sho age o eache s, poo -quali y
acili ies, and he lack o esou ces among s uden s wi h di e en needs. E en hough he
policy pledges inclusi e educa ion p o isions in he Na ional Educa ion Policy and
p o incial app oaches, i has no ye been implemen ed in a manne ha is consis en
(Majoko, 2019). The eache s as an in e ace be ween he policy and p ac ice use aci
knowledge and si ua ional easoning o ende he inclusion ope a ionally possible in
hei espec i e si ua ions (Anis e al., 2025; Waqa e al., 2024b; Waqa a e al., 2024).
This pape builds a subs an i e heo y on how selec i e adap a ion s a egies o eache s
eme ge, e ol e, and impac inclusion o he p o ision o educa ion in Pakis ani p ima y
schools.
Li e a u e Re iew
Inclusi e Educa ion in De eloping Con ex s
An inclusi e educa ion schola ship is la gely he c ea ion o wes e n con ex , and
indica i e o epis emological incong ui y, when ans e ed o de eloping coun ies wi h
di e en sociocul u al, economic and in as uc u al eali ies (S i as a a e al., 2015).
The social model o disabili y as a majo pa o he heo y o inclusi e educa ion also
ocuses on sys emic obs acles a he han on he lack o de iciency in indi iduals. I s use,
howe e , in si ua ions whe e he educa ional in as uc u e unde basic le els is no
su icien , places eminen impo ance on he alignmen o idealis ic only s uc u es wi h
ma e ial es ic ions o eache s (Rashid e al., 2024; Sai e al., 2024; Waqa e al.,
2024a).
The s udies conduc ed on Sou h Asian se ings indica e ha implemen a ion o inclusi e
educa ion is acili a ed by eache belie s, communi y a i udes, a ailabili y o esou ces
as well as ins i u ional suppo sys ems (Ahsan & Bu nip, 2007). Speci ically, o he
subjec o Pakis an, p oblems ha a e highligh ed in he s udies poin o high s uden -
eache a ios (mo e han 60 in he class oom), limi ed and e y li le special educa ion
( aining), lack o assis i e echnology, and socio-cul u al s igma o disabili y and
di e ence (Saleem, Muhammad, e al., 2021a, 2021b; Saleem, Muhammad, & Qu eshi,
Dialogue Social Science Re iew (DSSR)
www. hedss .com
ISSN Online: 3007-3154
ISSN P in : 3007-3146
Vol. 3 No. 11 (No embe ) (2025)
17
2021; Saleem e al., 2023). Teache s epo ha hey a e no eady and suppo ed in using
inclusi e p ac ices and mos ha e soon-acqui ed in o mal esponsi eness ha add esses
acing di e se lea ne s (Muhammad, Waqa , e al., 2024a, 2024b, 2024d).
Teache Agency and Adap i e P ac ice
Teache agency, o he abili y o educa ion wo ke s o become agen s o ac upon
posi i ely in hei p o essional se ings, u ns ou o be one o he key aspec s ega ding
implemen a ion o inclusion (P ies ley e al., 2015). I is no so andom ac s o ecep ion
o policy, bu as ac i e in e p e e s o he pedagogical dic a es ha eache s a e esolu e
o in e p e , adap , and modi y in ela ion o he knowledge hey possess in each si ua ion
(acco ding o hei inhe en cons ain s). This agen ic iew leads o he ede ini ion o he
ole o eache as a cu iculum-make who makes sus ained choices ega ding he op ions
ha a e possible and signi ican p ac ices.
The concep o selec i e adap a ion in o ms ha eache s choose which ways o employ
when hey a e aced wi h limi ed esou ces as an inclusi e way o eaching (O'Donoghue
& Chalme s, 2000). All eache s gain some p ac ical wisdom which aids in making
decisions ha a e bes in assis ing s uden s unde he exis ing cons ain s. I is lexible
capabili y ha p esen s p o essional based skills o ad ance needs and limi ed esou ces
bu a he same ime upholding inclusi e alues.
G ounded Theo y and Educa ional P ac ice
G ounded heo y me hodology was ini ially ad anced by Glase and S auss (1967) and,
a e epea ed inclusion o addi ional me hods in g ounded heo y, coun ies like S auss
S auss and Co bin (1990) ha e helped in supplying ecogni ion ools o make
de elopmen o heo y using he help o empi ical p oo . In educa ional esea ch,
g ounded heo y allows explo ing he complex social p ocesses, especially he o ma ion
o decisions and p ac ices by eache s in na u alis ic en i onmen s (Cha maz, 2014).
S auss app oach o coding wi h specializa ions on sys ema ic coding and he selec ion o
codes as ollows: open, axial and selec i e codes play a ole o iden i ying he
ela ionships be ween condi ions, ac ions, and consequences ha cons uc p o essional
p ac ices.
The g ounded heo y is especially sui able when he issues a e he phenomena ha a e
e e ed o by one o he exis ing heo ies ha o e inadequa e explana ions o he
o med a ia ions in p ac ice o when si ua ional peculia i ies ejec he necessi y o new
heo e ical o mula ions (Bi ks & Mills, 2015). This selec i e adap a ion wi hin he
esou ce cons ained condi ions is a phenomenon ha should be s udied, one which
heo y should be cons uc ed h ough expe ience bu conside ing he kind o condi ions
he Pakis ani eache s ha e expe ienced and how hey a i e a hei decision.
Me hodology
Resea ch Design
The esea che s ha e used he S auss me hod o g ounded heo y in de eloping a
subs an i e heo y o selec i e adap a ion in inclusi e eaching p ac ices. The sys ema ic
da a collec ion and cons an compa a i e analysis we e inco po a ed in he esea ch
design in o de o de e mine pa e ns, ela ionships, and heo e ical cons uc s de i ed ou
o he expe iences o he pa icipan s. Da a analysis and da a collec ion we e done
i e a i ely, as some insigh s eme ged o guide u he sampling and enqui ing (Bokha i e
al., 2025; Muhammad, Sa da , e al., 2024; Muhammad, Waqa , e al., 2024c).
Dialogue Social Science Re iew (DSSR)
www. hedss .com
ISSN Online: 3007-3154
ISSN P in : 3007-3146
Vol. 3 No. 11 (No embe ) (2025)
18
Con ex and Pa icipan s
The esea ch was on six p ima y schools o Punjab p o ince, including h ee u ban
schools in Laho e and h ee u al schools in he nea by dis ic s. Pu posi e sampling was
used o sample schools o p o ide a balanced sample o esou ce se ing, s uden
popula ion and se ing o con ex s o inclusion. Theo e ical sampling was hen used o
selec o he pa icipan s as ega ds ad anced ca ego ies ha seemed o be iden i ied
du ing analysis as o be de eloped u he .
The sample consis ed o 24 p ima y school eache s (18 women and 6 men) whose
eaching expe ience was be ween 3 and 18 yea s. The eache s we e o di e en subjec s
and g ades (all g ades 1-5) and he size o he classes was a ied (be ween 42 o 68
s uden s). Six een o he eache s desc ibed ha hey had e y li le p e-se ice p ac ice
in inclusi e educa ion (one cou se on a e age) and eigh o he eache s had no aining
in inclusi e educa ion. All he pa icipan s we e ins uc ing he cou ses ha en olled
lea ne s wi h a a ie y o needs, such as lea ning disabili ies, physical and hea ing
impai men s, as well as beha io al issues.
Da a Collec ion
Da a was collec ed in ou mon hs and ia mul iple app oaches hus es ablishing
iangula ion as well as heo e ical sa u a ion. All he 24 pa icipan s we e in e iewed
using semi s uc u ed in e iews o explo e how eache s unde s and he concep o
inclusion, how hey go abou eaching, wha a e some o he challenges hey ace, how
hey adap and inally, how hey make decisions. In e iews we e ca ied ou on a 45-75
minu e du a ion, unning in U du and English (depending on hei choice), which we e
eco ded and ansc ibed e ba im.
In class oom obse a ions (72 hou s we e spen al oge he , 3 hou s pe eache ), ac ual
eaching in p ac ice, physical class oom se ings, in e ac ions o eache s and s uden s,
and adap i e s a egies we e obse ed. Field no es we e used o eco d con ex educa ion,
ins uc ional changes, he use o esou ces, and he in e ac ion o he class oom. The
discussion o sha ed expe iences, me hod o ac ion in sol ing p oblems and ins i u ional
in luences on p ac ice was explo ed by ou ocus g oup discussion (6 people each).
Da a Analysis
The da a analysis was conduc ed in acco dance wi h sys emic analyses as ecommended
by S auss and Co bin (1998) which commences wi h open coding used in coining
concep s and p ope ies wi hin da a segmen s. The o iginal codes consis o managing
big classes, imp o ising ma e ials, concen a ing on di e needs, and balancing a en ion.
Axial coding explo ed ca ego ies ela ionships and ound condi ions p oducing
ac ions/in e ac ions and consequences o selec i e adap a ion. The coding pa adigm
p o ided he means o analysis o he ole con ex ual (causal condi ions), eache
(in e ening condi ions) and ins i u ional (con ex ual condi ions) ac o s played in he
adap a ion s a egies and ou comes o hese ac o s.
This was h ough selec i e coding ha inco po a ed ca ego ies a ound he co e ca ego y
o s a egic p io i iza ion wi hin cons ain s which was wha desc ibed he cen al
phenomenon ha go e ned he adap i e p ocesses by eache s. Du ing he analysis
heo e ical memos we e used con aining insigh ul analyses, gene a i e and eme gen
ca ego ies, and ela ionships o analyzes. The use o cons an compa a i e analysis
be ween and wi hin se s o da a helped na ow down ca ego ies and p o ided heo e ical
sa u a ion when no mo e new p ope ies came.
Dialogue Social Science Re iew (DSSR)
www. hedss .com
ISSN Online: 3007-3154
ISSN P in : 3007-3146
Vol. 3 No. 11 (No embe ) (2025)
19
T us wo hiness
T us wo hiness was buil based on mul iple plans such as long- e m in e ac ion,
iangula ion o da a sou ces, membe checking among pa icipan s, pee deb ie ing
among quali ied and p o essional quali a i e esea che s, and keeping an audi ail o
analy ical decision-making. The p ac ices p oceeded unde he unde s anding o
esea che posi ionali y and possible biases in he esea ch p ocess.
Findings
I was shown ha analysis is qui e subs an i e as i in ol es a heo y o selec i e
adap a ion con aining i e p ocesses ha a e s imula ed and dependen on each o he o
ensu e a success ul s a egy o eache s o in oduce inclusion p ac ices in o esou ce-
cons ained en i onmen . The undamen al ca ego y, s a egic p io i iza ion wi hin
cons ain s e e s o decisions made in en ionally by eache s ega ding wha s uden s ge
a a ge ed suppo , wha inclusion s a egies in p ac ically applicable ways a e possible,
and how a ailable esou ces should be dis ibu ed o achie e he bes inclusion e ec s.
Con ex ual Assessmen : Reading he En i onmen
Teache s we e ac i ely eso ed o con ex ual assessmen , which is a cons an e alua ion
o hei own eaching con ex s o lea n hei possibili ies and limi a ions ega ding
inclusi e p ac ice. This was done h ough s udying class composi ion, he esou ces
a ailable, ins i u ional suppo and he a i ude o he communi y owa d he inclusion
p ocess. The eache s de i ed an ad anced knowledge o hei con ex ual pa ame e s by
iden i ying wha was possible unde he cu en ci cums ances as opposed o aspi a ional
bu una ainable unde cu en ci cums ances.
One eache said: In my class he e a e 58 s uden s, and h ee child en wi h appa en
lea ning challenges. I ha e no ime o pay pe sonal a en ion o all and mus i s know
wha is ac ually open o me he e, no wha I am supposed o do acco ding o he
ex books a uni e si y.
Awa eness o ime limi a ions also cons i u ed con ex ual assessmen because eache s
no ed ha schedule o cu iculum o ac i i ies ha demanded mo ions o comple e
speci ied syllabi wi hin a speci ied ime did no pe mi di e en ia ed ins uc ion.
Physical se ups ha included he class oom size, class oom se up, class oom ligh ing
and access o he class oom also played a ole in he pe cep ion among eache s on how
he accommoda ions would be possible. Adminis a i e assis ance, collabo a ion i m
wi h colleagues, and in ol emen wi h pa en s we e all examples o ins i u ional
in luences upon he capaci y o adap i e s a egies ha eache s could employ.
Hie a chical P io i iza ion: T iaging S uden Needs
Wi h he impossibili y o suppo all he di e se lea ne s a he same ime and o e
indi idualized suppo , eache s es ablished p io i iza ion sys ems o a ious deg ees ha
became he de e mine s o which s uden s would be assigned he speci ic a en ion and
esou ces. The me hodology included analyzing he need se e i y, in e en ion success
p obabili y, and wha o e all lea ning end esul s migh be.
The eache s always placed p io i y o s uden s whose disabili ies we e ob ious and
se e ely disabled and hose whose p oblems posed se ious in e e ences o he school
ope a ion. Acco ding o one eache , he dea kid needs o be gi en p ecedence o e he
slow lea ne kid since wi hou assis ance o he dea kid, he will no lea n any hing a all.
Such u ili a ian a ionali y a icula es he seeks o educa o s o gene a e he mos
accommoda i e di e ence in limi a ions.
Dialogue Social Science Re iew (DSSR)
www. hedss .com
ISSN Online: 3007-3154
ISSN P in : 3007-3146
Vol. 3 No. 11 (No embe ) (2025)
20
P io i iza ion, howe e , esul ed in ensions as eache s e lec ed ha s uden s wi h less
ob ious needs like he ones in ol ing lea ning di icul ies, simple beha io al issues o
e en a psychosocial condi ion in case we e no o e -se iced bu we e p og essing badly.
These exclusions o mo als ook hei oll a he psychological le el o he eache as hey
wi nessed he gap be ween he heo y o inclusi eness and he limi ed li e. Hie a chical
p io i iza ion was a p agma ic coping s a egy, he eby ha allowed i s pa ial inclusion
and p o ided e hical dissonances conce ning ai access.
S a egic Simpli ica ion: Adap ing Complex Pedagogies
Teache s a e in ol ed in s a egic simpli ica ion, dec easing he scope o pedagogy o
inclusi e ins uc ional s a egies o apply he p ima y componen s in limi ed
en i onmen s. Ins ead o gi ing up on he concep o inclusion, eache s ha e ound
c ucial aspec s o inclusi e p ac ices ha s ill seemed easible and elimina ed he ones
ha we e non-p agma ic.
Typically in ol ing big p epa a ion o di e en ia ed ma e ials and ac i i ies,
di e en ia ed ins uc ion was educed o wo- ie ones, he s anda d guidance o he
majo i y s uden s and modi ied assis ance o p io i ized lea ne s wi h subs an ial
equi emen s. The mul i-le el di e en ia ion p omo ed in aining sessions was ha dly
employed by eache s who ound i di icul o manage and assumed i wi h la ge classes
wi h minimal o no p epa a ion ime. This eason was gi en by one eache : “We we e
gi en h ee ypes o wo kshee s p epa a ion o each lesson. I ha e my own classes wi h
a popula ion o 60 s uden s in i e lessons e e y day. I canno make up 15 wo kshee s a
day and a end o my house and child en.”
Inclusi eness in lea ned h ough collabo a i e lea ning upon which pee suppo would
be o e ed was scaled down o basic pai wo k ins ead o an elabo a e sys em o
coope a i e lea ning. S uden s o lowe abili y we e placed wi h he b igh e s uden s and
he eache used pee suppo as one o he e icien ools o suppo based on his
concep . This s a egy, howe e , acco ding o he eache s, ma ginalized he ad anced
lea ne s in some cases because hey would jus be eaching assis an s who would no ge
paid.
Modi ica ion o assessmen was minimized o o al ques ioning o s uden s as opposed o
coming up wi h ully de eloped assessmen o ms. In o mal obse a ion and in e ac ion
be ween eache s esul in he c ea ion o e icien e alua ion p ocesses ha a e less
igo ous han no ma i e assessmen documen a ion.
C ea i e Imp o isa ion: Maximizing Limi ed Resou ces
The c ea i i y o eache s chose o come up wi h inno a i e esou ce-based inclusi e
suppo s ou o exis ing esou ces and social esou ces e en wi hou p ope planning due
o he di e esou ce si ua ions. This spon aneous abili y mani es ed some de o ion o
eache s o inclusion ega dless o sys emic inabili y o o e needed in as uc u e and
ma e ial.
To suppo a lea ne who expe iences a p oblem wi h comp ehension, eache s made
inexpensi e isuals, due o which hey used ca dboa d, ma ke s, and a lag. The si ing
a angemen s we e aken up p ope ly, ge ing he s uden s wi h hea ing o ision
disabili y sea ed in an op imal posi ion, which managed o coun e ac he lack o assis i e
echnologies. The eache alked o se ing up a senso y space, a kind o quie co ne
home u nishing a bookshel used as a makeshi quie co ne and illing up wi h
cushions, which o e ed a s uden wi h beha io al issues senso y b eaks.
Dialogue Social Science Re iew (DSSR)
www. hedss .com
ISSN Online: 3007-3154
ISSN P in : 3007-3146
Vol. 3 No. 11 (No embe ) (2025)
21
The abili y o eache s o o e pe sonalized a en ion was acili a ed by social esou ces
especially h ough ec ui men o assis ance o high pe o ming s uden s, pa en s and
o he s in he communi y. Teache s a anged in o mally when s uden s o u o ing
sessions occu ed ei he du ing he school sessions o du ing he b eaks, wi h he olde
s uden s o olun ee s wo king wi h he s uggling s uden s. Some imes he communi y
membe s, ha ing he associa ed expe ise we e hi ed like e i ed eache s, educa ed
pa en s o assis hem wi h supplemen a y suppo .
Ne e heless, he e was a limi o c ea i e imp o isa ion and sus ainabili y. The
imp o ised solu ions could be in he mean ime in e mi en and no dealing wi h o mal
ins i u ional backing bu wi h indi idual eache agency. The educa o s complained hey
we e no being ewa ded o encou aged by adminis a ion ega ding inno a ions because
hey did no iew inclusion as a sha ed esponsibili y and s essed ha hey we e s ill
equi ed o include s uden s on hei own and no as an ins i u ional du y.
Nego ia ion Expec a ions: dealing wi h se e al pa ies
Teache s main ained a s a e o con inuous nego ia ion wi h a ious s akeholde s, such as
he adminis a ion, pa en s, o he eache s, and s uden s, o es ablish a iable si ua ion in
which inclusi e p ac ice is done e ec i ely. Managing expec a ions, pushing esou ces,
gaining knowledge o he needs o di e en lea ne s, and adminis a ing p essu es
hinde ing inclusion we e he p ocess o managing nego ia ion.
While eso ing o inclusi e p ac ices, adminis a o s ended o a o examina ion esul s
and con ol o e classes, making hem collide wi h he push and pull o s a egic
communica ion and selec i e compliance by he eache s. The inclusion dimension in he
pe spec i es o eache s was ballo ed as ha ing posi i e impac s on o e all lea ning
ou comes bu silen ly opposed he dic a es o he e ec o allowing ulne able lea ne s o
be le ou . One o he eache s explained how she pe suaded he p incipal o allow one
s uden who has beha io al issues o emain wi h he school by showing ha he is
making clea p og ess and has mo al esponsibili y o all child en.
The a i udes o pa en s played a g ea ole in implemen a ion o inclusion p ocesses as
he e is s igma iza ion o disabili y and di e ence hus leading o opposi ion o inclusi e
class ooms. Educa ional heo ies helped eache s o spend conside able amoun s o ime
eaching pa en s abou he igh s and abili ies o a ious lea ne s, in ol ed in
mispe cep ion dispelling, and es ablishing ole ance among he school popula ion.
None heless, his ad ocacy job was mos ly un ecognized and unpaid, and i was only an
ex a bu den o eache s.
Teache collabo a ion wi h colleagues also showed a wide ange o di e ences and some
o hese eache s encoun e ed suppo i e colleagues in he collabo a ion o s a egies and
sha ing esou ces whe eas some o hem me wi h indi e ence o esis ance by
colleagues which we e no willing o adap o he di e se lea ne s. C ea ion o collegial
suppo en ails cumula i e p o ision o ela ionships and shows he iabili y and u ili y
o inclusion.
Discussion
The esul s o his s udy help unco e how eache s in pa s o he wo ld wi h limi ed
esou ces gene a e p o essional agency by selec i ely adap ing o c ea e con ex
p omulga ing inclusi e p ac ices engaged in dealing wi h policy impe a i es and ma e ial
eali ies. The subs an i e heo y ha a ises ou o his s udy can u he enligh en he
body o knowledge o inclusion implemen a ion ha has amed i and has ollowed on
success/ ailu e models, a he han be mo e sensi i e in he app aisal o how eache s a e
Dialogue Social Science Re iew (DSSR)
www. hedss .com
ISSN Online: 3007-3154
ISSN P in : 3007-3146
Vol. 3 No. 11 (No embe ) (2025)
22
implemen ing inclusion in he s a egic manne s and wi hin he sys emic limi a ions.
Theo e ical Con ibu ions
Selec i e adap a ion and cons ain s a e a heo y, which b ings in e es s o he s udy o
inclusi e educa ion using he o mula ion o he mechanisms by which eache s con e
global models o inclusion in o local p ac ice op ions. Ins ead o he de ici pe spec i es,
in which cons ained-con ex inclusion is calcula ed, o imply insu icien ly o
unp oduc i ely execu ed applica ion, he p esen heo y iews ha adap i e expe ise
in oked by he eache s plays a complica ed p o essional comp ehension and mus be
awa ded heo e ical digni y and ope a ional suppo .
Such idea as p io i izing s a egies is opposi e o he discussion o equal inclusions wi h
he de ini ion o all and e e y lea ne being able o ecei e he same la ou o cus om
a en ion a he same ime. Al hough i may be philosophically humilia ing o admi hem,
he ecogni ion o he exis ence o p io i iza ion helps in he eal analysis o he issue o
esou ce con ibu ion o enhancemen o he inco po a ion o access and esul s. This
knowledge will play a pi o al ole in policy making and acili ies ha help in add essing
a he han igno ing limi a ions.
The indings would be applicable o he li e a u e on eache agency since hey
demons a e how s uc u al cons ain s block and acili a e agency simul aneously.
Adap i e s a egies o eache s ep esen a c ea i e esponse o bad sys ems and a
scena io ha assis s in adap ing o ailu e o sys ems. This phenomenal ea u e o
adap ing, becoming s onge alongside as well as being cons ained, makes celeb a o y
accoun s o eache inno a ion di icul , and a oids de e minis ic accoun s ha dismiss
eache agency.
Implica ions o Policy and P ac ice
The consequences o such indings a e signi ican o he inclusi e policy in Pakis an and
elsewhe e. Policies mus mo e beyond aspi a ional he o ic s uc u es ha iden i y
esou ces and p o ide ce ain assis ance o adap i e wo k o eache s. This in oduces he
elemen s o educing he sizes o he classes o manageable le els, su icien p e-se ice
aining and aining on in-se ice educa ion, he easy access o he in as uc u e, and
he o mula ion o low-cos inclusi e eaching subs ance o ela i ely igh es ic ed
spaces.
The e is need o o e haul eache educa ion cou ses o ensu e ha eache s a e p epa ed
o be selec i ely adap ed ins ead o being p epa ed o ac in an ideal condi ion
inclusi ely. I is also en ailed wi h lea ning he ideas o con ex ual assessmen , e hical
p io i iza ion decision making, imp o isa ional c ea i i y and nego ia ing along wi h
s akeholde s. Real li e expe iences used in a eas wi h limi ed esou ces should be
conside ed in p e-se ice p epa a ion, no me ely displaying examples o inclusion in he
well- esou ced demons a ion schools.
I is essen ial ha p o essional de elopmen should con i m and enhance cu en adap i e
s a egies used by eache s and close he numbe o ex e nal amewo ks ha simply lack
a achmen o eali ies. G oups o p o essionals o lea ning communi ies wi h
in e p o essional lea ning among eache s we e po en ial loca ions ha migh implemen
collec i e wisdom and lessen he bu den o imp o isa ion in indi idual eache s.
Limi a ions and Fu u e Resea ch
The scope o his wo k on Punjab p o ince es ic s i s applicabili y o o he pa s o
Pakis an o o he coun ies ha may ha e a ied cul u al, linguis ic, and o ganiza ional
Dialogue Social Science Re iew (DSSR)
www. hedss .com
ISSN Online: 3007-3154
ISSN P in : 3007-3146
Vol. 3 No. 11 (No embe ) (2025)
23
peculia i ies. Fu u e s udies could pu sue s udy o selec i e adap a ion wi hin he
di e en Pakis ani con ex s and oppo uni ies should be made o use compa a i e
esea ch s udies o wha o he de eloping na ions do in ega d o he p ocess o
adap a ion.
The ou mon hs’ ime span o he s udy desc ibed ac i i ies, longi udinal esea ch may
also look a he ways he app oaches ha eache s use change h oughou hei ca ee line
and how hey adap o he successi e condi ions. Ano he iew ha conside s he
pe o mance o he s uden s wi h a ying s a egies o adap a ion would indica e he le el
o e ec i eness o he me hods.
Such inclusion should also be s udied in he u u e h ough he pe spec i e o s uden s
and amilies in cons ained se ings and he impac o selec i e adap a ion on hei
expe iences and school p og ession, as well. Knowing abou he pe cep ion o he non-
eache s akeholde s will p o ide a mo e comp ehensi e unde s anding o he complexi y
o inclusion in he esou ces-limi ed a eas.
Conclusion
This g ounded heo y p ojec demons a es inclusi e educa ion in esou ce limi ed
si ua ions by al e ing he selec i e adap a ion by he eache s ha c ea es s a egic
p ocesses o p io i iza ion, simpli ica ion, imp o isa ion, and nego ia ion o allow pa ial
inclusion wi hin he amewo k o sys ems. Al e na i ely, o conside adap a ion as a
ailu e o mee he ideals o inclusion his s udy iden i ies i as ad anced p o essional
p ac ice ha needs o be suppo ed and nu u ed. The way which hey wo k o p omo e
inclusion by Pakis ani p ima y school eache s is inc edible as hey do no possess
su icien esou ces, bu s ill, hei con ibu ions a e also limi ed by s uc u al cons ain s
ea u ing sys emic ins ead o unila e al solu ions. The inclusion schola ship and policy
mus in he u u e pay a en ion o he cons ain s o he esou ces and con inue o belie e
in he equi y o educa ion and ind con ex ually in e es ing policies ha do no bu den he
eache on hese pe cep ional di icul pe iods. The concep o selec i e adap a ion,
p ecisely applied and suppo ed, does no imply he ejec ion o an e hos o inclusion;
qui e o he con a y, i p o ides a p agma ic mechanism o achie ing i in a si ua ion
whe e undamen al change is s ill oo a o , al hough equi y conside a ions ha e
p essing demands.
Re e ences
Ahsan, M. T., & Bu nip, L. (2007). Inclusi e educa ion in Bangladesh. Aus alasian
Jou nal o Special Educa ion, 31(1), 59–71.
h ps://doi.o g/10.1017/S1030011200025598
Anis, F., Waqa , Y., & Muhammad, Y. (2025). Unde s anding Pakis ani elemen a y
school eache s' a i udes owa d inclusi e educa ion: De elopmen o he eache
inclusion a i ude ques ionnai e. Indus Jou nal o Social Sciences, 3(1), 238-250.
Bi ks, M., & Mills, J. (2015). G ounded heo y: A p ac ical guide. Sage.
Bokha i, T. B., Anis, F., & Muhammad, Y. (2025). Cul u al con ex s and me hodological
igo : Examining he ensions in quali a i e esea ch pedagogy o special
educa ion in Pakis an. ACADEMIA In e na ional Jou nal o Social Sciences,
4(2), 85-94.
Cha maz, K. (2014). Cons uc ing g ounded heo y (2nd ed.). Sage Publica ions.
Glase , B. G., & S auss, A. L. (1967). The disco e y o g ounded heo y: S a egies o
quali a i e esea ch. Aldine.
