Primary Teachers’ Attitudes and Beliefs Regarding the Implementation of the 2017 National Education Policy for the Inclusion of Students with Disabilities in District Hunza

Abstract

The National Education Policy (NEP) 2017 emphasizes inclusive education as a core priority, aiming to ensure that students with disabilities learn alongside their peers in mainstream classrooms. Aligned with global commitments, the policy seeks to strengthen teacher capacity, improve school environments, and promote equitable learning opportunities. This study examines primary school teachers’ attitudes, knowledge, and challenges in implementing NEP 2017 in District Hunza. Using a quantitative descriptive survey of 110 teachers selected through simple random sampling, the findings reveal generally positive attitudes toward inclusion, with teachers acknowledging its academic and social benefits. However, their knowledge of NEP 2017 provisions and strategies remained moderate. Teachers also reported major barriers, including limited training, inadequate resources, large class sizes, unclear policy communication, and insufficient administrative support. These findings align with earlier research showing gaps between policy intentions and practical implementation. The study highlights the need for stronger training, infrastructure improvements, and school-level support to achieve effective inclusive education.