Designing Inclusive Futures: A Teacher Training Module on supporting students with Down syndrome in Primary Schools of Khyber Pakhtunkhwa, Pakistan

Abstract

This study examines the challenges and opportunities for enhancing inclusive education for students with Down syndrome (DS) in primary schools in Khyber Pakhtunkhwa, Pakistan. It assesses teachers' awareness and understanding of DS, identifies barriers to creating inclusive classrooms, and evaluates the effectiveness of a tailored training module to improve teachers' capacity to support students with DS. A qualitative research design was employed, involving semi-structured interviews and focus group discussions with 15–20 teachers across diverse districts. The findings reveal that teachers possess limited awareness of DS, face resource and structural constraints, and struggle with addressing health and behavioural challenges associated with DS. However, the tailored training module demonstrated significant improvements in teachers' knowledge, skills, and classroom practices, though systemic issues like resource gaps and stigma persist. The study underscores the need for mandatory teacher training, resource allocation, smaller class sizes, and community awareness campaigns to foster sustainable, inclusive education for students with DS. The study came to the conclusion that there is a significant need for focused educational interventions because of the poor level of awareness and comprehension regarding Down syndrome among teachers. The report suggested that schools should be given funding to provide classroom assistants, specialized learning materials, assistive technology, and resource centres where teachers may obtain information and support. Furthermore, in order to fight stigma and foster community support, policies requiring smaller class sizes and more assistance for inclusion should be promoted in conjunction with awareness efforts.