Between Policy and Practice: Interpretative Analysis of Systemic Barriers to Inclusion in Punjab's Urban Schools

491 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) https://currentsign journal.com/index. php/JCS/index Dr. Tahira Batool Bokhari Dr. Yasira Waqar Dr. Faisal Anis Vol. 3 No. 2 (2025) BETWEEN POLICY AND PRACTICE: INTERPRETATIVE ANALYSIS OF SYSTEMIC BARRIERS TO INCLUSION IN PUNJAB’S URBAN SCHOOLS 492 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) Between Policy and Practice: Interpretative Analysis of Systemic Barriers to Inclusion in Punjab’s Urban Schools In Punjab’s urban schools, more attention is being paid to inclusive education, even though teachers’ habits are behind the rules of inclusive education. For this study, we used IPA from a small sample of fieldnotes to understand why inclusive education is not being implemented effectively in urban Punjab. The analysis found that measures promoting integration are hampered by limited resources, strong resistance, and inflexible systems. Often, teachers and school leaders are not fully trained or supported, and the policy rules can be unclear, while different teams do not interact sufficiently. Students with disabilities are excluded from education because of society’s and their parents’ negative attitudes, as well as a lack of proper tools and teaching resources. Scholars have revealed the importance of changing laws, improving teacher training, and increasing community involvement in addressing the issues between policy plans and what happens in schools. Guidance is to be presented to those in charge of policymaking and those working in Punjab’s urban schools. Keywords: Inclusive education, Punjab, systemic barriers, urban schools, policy implementation, interpretative phenomenological analysis, fieldnotes Introduction Educating children with different abilities in the same classroom is considered by many countries to be a method for achieving fairness and social justice (Ainscow & Sandill, 2010). The most populous province of Pakistan, Punjab, encourages the inclusion of children with mild-to-moderate disabilities in classrooms, along with other learners (Government of Pakistan, 2017). However, efforts to improve education policies are not always put into action, mainly because of the resource differences and attitudes found in schools in major cities (Pasha, 2012). Dr. Tahira Batool Bokhari Associate Professor, Department of Education, Government College for Women, Jhang, [email protected] Dr. Yasira Waqar Professor, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan, [email protected] Dr. Faisal Anis Assistant Professor, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan, [email protected] Abstract 493 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) This study was designed to determine what prevents inclusive education from being implemented in schools in Punjab’s cities. This study was based on the following research questions: What institutional, attitudinal, and systemic barriers hinder the implementation of inclusive education in the Punjab? How do teachers, administrators, and students experience and interpret these barriers? What strategies can be used to bridge the gap between policy and classroom realities? Urban schools are worth studying although they enjoy better facilities than schools in remote locations, they also need to handle increased student numbers, a variety of backgrounds, and complex school administrations (United Nations, 2006). Because IPA is effective for exploring experiences, field notes from lessons, staff sessions and discussions were used to capture each stakeholder’s experience. To help those working towards inclusion in Punjab, this study focuses on the views of those involved in education. Literature Review Much of the discussion on inclusive education today is based on the idea that social barriers beyond personal barriers are the main obstacles people face (Shakespeare, 2013). The disability model differs from the medical model, which focuses on disabled persons. Because of the social model, many countries now focus on removing physical and cultural barriers to disability (Oliver, 1996). In 2011, Pakistan accepted the UNCRPD to provide inclusive education for all people with disabilities (Hameed & Manzoor, 2016). These two policies recommend that teachers, schools, and resources be adapted to ensure that children with disabilities can attend regular schools(Government of Pakistan, 2017; Government of Punjab, 2020). However, several studies have found that policies do not always reflect what occurs in practice. Likewise, Pasha (2012) showed that mainstream schools in Lahore were inadequately prepared to include students with disabilities due to insufficient motivation, lack of proper education for teachers, and inadequate school infrastructure. Similar to other researchers, Thakur and Abbas (2017) recognize that resource gaps, mistakes from the authorities, and poor synchronization between general and special education departments are persistent problems. Recently, researchers have discovered that these obstacles are complex in nature. A recent review found that although teachers and managers in schools often endorse inclusion, they encounter resource shortages, a lack of professional training, and resistance from the community around them (Waqar et al., 2025). Problems also existed because of inadequate definitions, 494 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) inaccessible data, and a low level of input from those involved. Moreover, research recommend that education standards be unified, teachers continue to develop their skills, and local communities contribute to the success of the program (Anis et al., 2025; Saif et al., 2024; Singal, 2015). Although the government has committed to supporting all children with disabilities, the reality in Punjab is that very few children with severe or multiple disabilities attend mainstream schools (Miles & Singal, 2010). This demonstrates that society, in general, is unsure about the true meaning of inclusive education. Professionals in the field suggest that segregation should be replaced with inclusive actions, along with set guidelines, adequate support, and continued efforts (Ainscow & Sandill, 2010; Anis et al., 2025). Although there are clear guidelines in Punjab for supporting all children in education, various issues in institutions, thoughts, and systems still prevent this system from advancing. Studies are needed to highlight what people experience in urban schools and how these challenges influence their everyday work and lives (Muhammad et al., 2024; Pasha, 2012). Methodology IPA was used as the main method to study the daily experiences of teachers, administrators, and students in urban schools who develop and apply in Punjab, Pakistan. This research focuses on IPA because it is helpful in understanding the ways in which individuals interpret important events where they live and work (Smith et al., 2009). In areas where there is often a difference between policies and how they are implemented in schools, IPA helps us understand how major obstacles are viewed and challenged by teachers, parents, students, and others. The method is based on the belief that reality is created by the researchers and the participants, and that learning is improved through stories full of important details (Eatough & Smith, 2017). For this study, only schools in Sialkot and Lahore were selected using a purposeful sampling method. These cities were chosen because of the difference in their educational conditions: Lahore is a capital city with more educational resources, whereas Sialkot is fast-growing and similar to many industrial cities. The way schools were selected ensured that they were at least participating in inclusion programs. The final sample included two public and two private schools. By balancing the data, we were able to compare the data using different management structures, budget levels, and student groups. At each school, individuals were chosen using a method that included both criteria and snowball sampling methods. Individuals from all types of roles (including principals, vice-principals, teachers, students with disabilities, and students without disabilities) were invited to participate in the study. The study included different groups of people based on income, sex, and disabilities. 495 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) This approach was adopted to ensure that the study understood the similarities and differences associated with inclusive education. In Lahore, even though private schools provided a wealth of resources, their admission criteria were very specific, leaving public schools in Sialkot battling both larger student cohorts and facility challenges. Because this research used both sides, it was able to demonstrate the relationship between policy, context, and practice. Research data were collected from January to March 2025. Our main source of data was field notes, which we collected not only at the sites but also after our visits. In qualitative research, field notes are important because they reliably capture both incidents and the researcher’s personal thoughts (Emerson et al., 2011). Data were collected using the following strategies: We paid close attention to what went on daily in the classroom, especially when it involves students with disabilities. The researcher noted how teachers made or did not make adjustments to their lessons, classes, and teaching techniques to fit the needs of different learners. The staff, teachers, and students interacted with each other, and we observed and recorded any devices used by the students during instruction. When we observed the teachers, we noticed that he hesitated when selecting a student with a hearing impairment. Later, during a staff meeting in the staff room, the teacher explained, “I wish I could help, but I don’t know how to talk without a sign language interpreter” (Sialkot, March 2025, fieldnotes). During staff meetings and professional training, the researchers observed what was discussed regarding the support of all learners. From this, we learned about the importance given to inclusion by the institutions, how they distributed their resources, and the level of administrative assistance provided. We noted which terms were used by students with disabilities, how many inclusion-related topics were discussed, and how involved the staff were in the discussion. No formal framework was used for discussions with teachers, administrators, parents, and students. They often occurred during breaks, after classes ended, or while waiting at the school gate. As the meetings were unstructured, everyone was able to reveal how they truly felt about what was happening in the company. For example, a mother talked about as: “The answer to this question is simple because I believe in the advantages of education. He was advised to spend more time with his family at home” (Fieldnote, Sialkot, March 2025). When accessible, the researchers checked school records, school policies, and training materials. With this in mind, we examined how inclusion was defined within the institution and whether their statements and actions agreed. All daily records included descriptions of the actions, thoughts, and questions 496 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) posed by the researchers. IPA requires careful examination of the situation from the participant’s perspective as well as from the analyst’s perspective (Smith et al., 2009). Data analysis was performed using IPA, which is based on iterative steps (Smith et al., 2009). The researcher read and reread the field notes to become familiar with the information. Notes were made regarding the story’s opening section and any thoughts concerning the themes in the margin. When something is noted as unusual, authorities begin a review of the information and what is known about the event. As we analyzed the data, we noted the semantic material (speech and observations), language used, and concepts involved. This stage contained descriptions and interpretative explanations. The researcher found that certain themes represented the participants’ key experiences. Themes emerged from the data and were reflected on how the researcher understood them. The researchers organized the themes into three larger categories: institutional, attitudinal, and systemic barriers. The relationships between the different barriers were drawn to determine how they affected each other. After reviewing each school and organization separately, the researcher searched for similarities and differences between the cases. As a result, we could identify both the experiences that everyone shared and those that were unique to a particular place. While performing the analysis, the researcher recorded all key decisions, new issues that appeared, and possible biases in the journals. It is vital in IPA that the researcher realizes their role in interpreting the data and clearly discloses this part (Eatough & Smith, 2017). Ethical standards were adhered to in each part of the study. All participants agreed to participate, and students below the age of 18 had their parents provide additional consent. They were informed that the study had a specific purpose and that both their participation and the option to leave at any moment were explained. Observations were conducted while considering the importance of privacy and confidentiality. All field notes and reports used names that did not identify the participants’ identities. Special care was given to private information related to a particular disability or a person’s family status. Efforts were made to ensure that working with children and at-risk populations did not disrupt their learning routines or make them feel singled out because of their disabilities. A report summarizing the findings was provided to the schools involved in this study. IPA has a participatory approach, which aims to help schools continuously reflect on and improve themselves. Findings Institutional Barriers Resource constraints are a problem faced by all. We constantly noticed a lack of qualified teachers, useful equipment for students, and infrastructure 497 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) suitable for all. In one school, the teachers commented as follows: “We were trained last year, but students with physical disabilities do not have access to ramps or other necessary materials. At times, I have to bring my child with me as I go upstairs.” The results support the conclusions of studies that a lack of resources is a problem for all schools in Punjab (Muhammad et al., 2024; Pasha, 2012). Many teachers explained that teaching so many students seemed overwhelming because schools lacked the support staff. Another teacher shared a similar story: “We cannot pay attention to every student because of the absence of special instructional support.” Moreover, it was unclear to the administrators how to define eligibility and the role of every department: “We are expected to enroll students with disabilities, yet we do not know precisely how to go about helping or understanding them,” said the principal in the meeting. Most studies have pointed out that poor collaboration between general and special education departments is often challenging. The lack of adequate infrastructure is one of the causes of failure. Schools in cities failed to offer or organize ramps, suitable toilets for people with disabilities, or provide visual support for students: “Our property is older and will require many renovations to become handicap-accessible, the head teacher said. At that time, I worked in the town of Sialkot, which gave me the opportunity to observe.” These barriers prevent people from using the site and make students and their families feel excluded (Miles & Singal, 2010). Attitudinal Barriers Teachers and administrators described their views on these topics. Supporting inclusion in principle was popular among teachers as a whole, yet field notes showed that some had little or no confidence in it: “All my students deserve my help, but I lack the training. I might end up causing harm rather than good!” These findings suggest that teachers often lack professional development opportunities. Many parents of children with disabilities are criticized by both their friends and school staff: “Some parents have asked me why I continue to send my son to school. The mother said she was told over the phone by school staff that he should stay at home.” Lack of acceptance in society and low levels of disability awareness are reasons for exclusion (Miles & Singal, 2010). Students living with disabilities felt that they were not part of the main class or were excluded by their peers: “I chose to sit at the back to avoid being noticed by my teacher. Sometimes, other students tease me because I have a speech barrier.” Consequently, it is apparent that promoting fair classrooms and having clear anti-bullying plans are important. Systemic Barriers 498 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) The teachers noted that the common structure for lessons and tests did not fit the individual needs of every learner in the class: “Every student uses the same syllabus, but some take more time and need additional help.” Nevertheless, no system was available for such cases, and the teacher was mentioned during planning meetings. Currently, the methods used to assess students fail to record the development of students with disabilities, preventing them from gaining opportunities for achievement. We found that most teachers participated in one-off workshops, and little effort was made to help them put new skills into practice. For example, a participant reported: “Last year, we joined a training programme, but nothing has happened afterward. Nothing can be remembered for long without some practice.” A similar message appears in the literature that points out the importance of regular, context-related learning for teachers: the report found that teachers should participate in relevant, ongoing learning. The administrators mentioned that a few measures were in place to check and confirm that everyone had access to education during the pandemic: “It seems no one takes account of the students when we claim to include them. This information is included in only in our reports, not in practice.” Lack of Monitoring and Accountability leads schools to pay attention only to basic rules without making significant progress. Practitioners may encounter problems and challenges arising from the intersection of different systems. Complications related to inclusion often arise because of sex, socioeconomic status, and the type of disability. Females with disabilities have a more difficult time attending school. Many parents were concerned about their kids’ personal safety and reputation, said a female teacher. The lower use of assistive devices and private assistance by low-income students intensifies the existing gaps in the educational system (Miles & Singal, 2010). Discussion Research has found that the policy for inclusive education in Punjab is not fully implemented in urban schools. Due to a lack of resources and poor coordination, some of the challenges found in the literature can be observed within the organization (Pasha, 2012; Thakur & Abbas, 2017). Since helpers, suitable resources, and suitable facilities are lacking, both teachers and students face difficulties in working with diverse students. Because policy guidance is unclear, each school has developed its own approach to making decisions on inclusion. Many individuals continue to hold on to their opinions despite the evidence. Some educators do not feel that they have the proper resources to help students with disabilities and often refrain from including them in their classes. Students face fewer opportunities due to the stigma associated with 499 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) disabilities and low parental hope. Consequently, it is essential to use campaigns to bring communities together to change people’s beliefs (Miles & Singal, 2010). Strict regulations in schooling processes make it difficult for teachers to address the needs of different students individually. If teachers are not supported and trained regularly, they struggle to use inclusive methods in their classrooms. Although infrastructure issues are mostly considered a problem of engineering, they can also demonstrate that students with disabilities are often taken less seriously. Offering inclusion is difficult because of factors such as gender, socioeconomic status, and disability type. Girls with disabilities are exposed to additional problems caused by cultural attitudes and concerns regarding their safety. Students from families with low incomes are less likely to gain equity in education than students with assistive devices or colleagues offering support (Miles & Singal, 2010). Overall, the results confirm past research and share the additional experiences of individuals involved in inclusive education in urban Punjab. A good approach is to blend changes in rules and laws, distribute resources, help teachers learn, and provide continuous support for the cause (Ainscow & Sandill, 2010). Recommendations Education has to be truly inclusive when various measures are put in place and followed. Getting rid of common problems can lead to many advantages, letting all students contribute more to their education. The guidelines issued by Punjab in 2020 are very important in assisting students with disabilities in regular schools. Nonetheless, to make inclusive education a success, we must give students some extra assistance. Some of the responsibilities are supplying equipment and tools for students, modifying buildings and offering assistive technologies. Effective and careful inclusion programmes can only be carried out if the general and special education teams work together closely (Thakur & Abbas, 2017). Teachers and administrators need to receive regular, valuable courses on professional development and their growth should be checked regularly the time. Working together, people in schools should be able to tell each other about their experiences and suggest better ways to treat all students (Ainscow & Sandill, 2010). Getting parents and people in the community involved is necessary too. This aim can be fulfilled by holding meetings and ensuring they are always kept in the loop and respected (Miles & Singal, 2010). Besides, lessons and assessments used in the school should recognize learners’ differences by providing materials that match their abilities. Transparent learning