PERSPECTIVE OF MOTHERS ON CHALLENGES OF INCLUSIVE EDUCATION

Abstract

Background: Mothering a child with special needs brings multifaceted emotional, psychological, and practical challenges, particularly within the framework of inclusive education. In contexts where systems are under-resourced or lack sensitivity, mothers often bear the dual burden of caregiving and advocacy. Inclusive education, while rooted in principles of equality, can expose significant gaps when not tailored to address the real needs of neurodiverse children and their families. This study captures the lived realities of mothers navigating such systems.

Objective: To explore and understand the lived experiences, challenges, and perspectives of mothers raising children with special needs who are enrolled in inclusive education systems.

Methods: A phenomenological qualitative design was adopted to conduct this study. A total of six mothers, aged 29 to 35 years, with children diagnosed with mild to moderate Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD), were selected through purposive sampling. Data were collected using a demographic sheet and a semi-structured interview protocol. All children were aged 7 to 12 years and had been attending inclusive schools in Lahore for at least two years. Interpretative Phenomenological Analysis (IPA) was employed to analyze the data. Ethical approval was obtained prior to data collection, and both verbal and written consent were secured from all participants.

Results: From the interviews, five superordinate themes and six master themes emerged. These included inclusive education in Pakistan, societal unacceptance, psychological burden, family dynamics, and backward education systems. Notably, 100% of participants reported experiencing emotional exhaustion, financial stress, and a lack of institutional support. Recurring challenges included untrained school staff, stigmatization, inadequate classroom adaptations, and limited access to therapies.

Conclusion: The study highlights the urgent need for policy reform, school-level training, and community sensitization to support mothers and their children more effectively in inclusive education settings. Understanding maternal perspectives is critical for building systems that are truly inclusive and responsive.