Abstract

Parents and community play a central role in developing inclusive educational practices, with parental involvement being a key driving force. This discussion paper critically examines global research on parental and community involvement, understanding its various dimensions in line with inclusive education. It highlights the significance of collaboratively developing and implementing educational plans through working with schools, parents, and communities. The importance of synergic collaboration among stakeholders is emphasised, providing a conducive learning environment for all students, including those with special needs. Various models, and strategies for parental and community involvement are discussed, considering cultural and contextual factors. Building trust, open communication, and mutual respect are crucial for greater parental involvement. This paper explores using schools as a means of negotiating conflicts between home and school, draws benefits of increasing parent and community involvement, and provides recommendations to policymakers and practitioners for enhancing their involvement in addressing Pakistan’s crucial educational challenges.

Key Words

Inclusive Education, Parental involvement, Community Engagement, Pakistan, Educational Equity, Collaborative Partnerships, Sociocultural Challenges

Introduction

Background on Inclusive Education 

Recently, inclusive education has gained major attention (David & Dean, 2020; Schuster et al., 2019). Inclusive education is a fundamental right for all learners that encompasses a wider spectrum of learners giving everyone the opportunity to feel welcome, and valued, and to have a high-quality education. It is a belief that our education system must have the flexibility to provide a quality education for all learners, despite environmental, social, or personal factors (Hodkinson & Vickerman, 2016). The approach of inclusive education aims to address the individual needs and additional support required for all learners. The approach of inclusive education goes beyond the placement of learners with special needs in mainstream schools (Ainscow, 2020a; Iqbal & Muhammad, 2020). Inclusive education is an idea that appreciates the range of learners, whereas the inclusive approach in education appreciates individual differences and is one of the best ways to facilitate learning for a wide range of learners (Tahira et al., 2020). A standardised approach to teaching and learning will always be insufficient due to the fact that not all children learn the same. Adapting teaching practices to suit a whole range of children is necessary in order to aid attainment and personal growth (Booth & Ainscow, 2011).

International conventions and declarations—such as the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994) and the United Nations Convention on the Rights of Persons with Disabilities (UNO, 2006). have affected the development and implementation of inclusive education in many ways; the Salamanca statement sums up the UNESCO policy of statement of action on special needs education, stating all children must have access to mainstream education, no matter what their disability is. Fundamentally, these frameworks all want the educational system to understand that every student is different and might need more support before they can be integrated into society. This has led to a worldwide effort to implement inclusive education as a common goal for all countries 




Importance of Parental and Community Involvement

The relevance of parental and community involvement is even more marked when it comes to inclusive education. Research has consistently underlined the benefits of involving parents and communities in the teaching process: students show improved academic performance as well as psychosocial health and a greater sense of belonging to their own benefit (Epstein, 2011; Henderson & Mapp, 2002). Parental involvement can also take different forms, such as supporting learning at home, talking with teachers, and participating in decision-making at school and in the community (Epstein, 2011). 

Furthermore, this involvement appears particularly relevant in the framework of inclusive education. With their knowledge of individual students, their strengths and weaknesses, as well as the contexts they belong to, parents’ and communities’ perspectives are essential to the creation of an inclusive and supportive environment that goes beyond the "four walls of the classroom"(Ainscow, 2020a). By nurturing the development of relationships between schools and families as well as the community, inclusive educational practices could actually be achieved since it involves all the stakeholders working together toward the same aim: the success and the well-being of all the learners (Booth & Ainscow, 2011).




Aim and Scope of the Discussion Paper

The primary aim of this discussion paper is to explore the role of parental and community involvement in promoting inclusive education within the context of Pakistan. Pakistan, a developing country, and many others face unique challenges with the operationalisation of inclusive education, including issues such as limited resources, societal disparities, and cultural barriers. Focusing on Pakistan will lead to insights into the in-depth and country-specific challenges faced within the education system of a developing country with the given sociocultural contexts of the country.

This paper will provide an overview of the forms of 

parent and community engagement in the educational processes and will critique its multidimensional nature using a range of empirical research and theoretical frameworks drawn from both Western and non-Western contexts. It will explore the different models and strategies to enhance parent and community involvement, considering the unique challenges and opportunities within Pakistan. 

The paper also discusses the potential benefits of parental and community involvement in promoting inclusive education and the implications for policy and practice. The purpose of this paper is to add to the discussion of inclusive education in Pakistan. The purposes are to provide guidance for future research by articulating a pathway and promoting a proposal for a change in policy and practice, shifting the delivery of education from an exclusive and fragmented model to an inclusive and collaborative one in which parents and community members are recognised and engaged as crucial partners in the quest for educational equity and excellence.




Theoretical Framework

Synthesis of Empirical Research and Theoretical Frameworks

The theory of parental and community involvement in inclusive education is supported by empirical research, as well as theoretical perspectives some of which have been tested, whether through experience, experiment, or data collection in a wide array of contexts including western/non-western areas (Rapp & Granados, 2021; Virani & Ali, 2022). We have numerous empirical research studies related to parental and community involvement in education. And this empirical base can help build the theory. However, the theory will not be the same depending on the context. Bringing these above-said sources of knowledge together might give rise to a more comprehensive understanding of the participation dynamics of the parents and the communities in education.

Several models and theories have been developed to consider the ways in which parental and community involvement impacts the nature of Western education. As such several frameworks have been proposed, which aim to explain the complex relationship that exists between the family, the community, and educational outcomes. Epstein’s  (2011) six types of parental involvement (2011)—parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community—is arguably the most influential and widely used framework in this field. Significantly, this model has been widely adopted, underscoring the diverse pathways through which parents can influence their children’s educational experiences.

Another valuable lens for exploring the effects and mechanisms of parental and community inclusion in inclusive Education is ecological systems theory (Bronfenbrenner, 2013). This theory focuses on the various aspects of the systems of a child’s life when looking to form learning systems that accommodate all. It takes into account the microsystem (immediate family and school environment), mesosystem (within the microsystem, meaning interactions between home and school), exo-system (all those factors that have an indirect, though significant, Impact on learning, such as parent workplace) and macrosystem (all aspects of culture, beliefs, religion, and society) when recognising how the interplay of these systems might impact on inclusion and hence education.

Though Western models and theories may be used to inform an understanding of parent and community involvement in inclusive education, parent and community involvement is also shaped by cultural contexts. Cultural values, norms, and orders can influence how parents and communities in different cultures view parent and community involvement in inclusive education.

For example, some Asian cultures may emphasise keeping "face" or harmony in relationships, which may necessitate particular types of interaction with the school community. African contexts, for example, place a high emphasis on the extended family and the wider community in terms of supporting a child’s Education (Mncube, 2009).




Multidimensional Nature of Parental and Community Engagement

The varied nature of parental and community

engagement within education is complex as it incorporates a substantial mix of activities, attitudes, and behaviours. Though there are a range of different ways to view and understand this phenomenon referred to here as parental and community engagement within education, the Epstein (2011) framework provides a useful resource to begin to consider the range of potential dimensions of parental involvement within education. It is important, though, to accept that such engagement will similarly be seen as different in different circumstances; for example, the type and extent of parental and community engagement within education may differ in accordance with such factors as socioeconomic status, cultural background, and educational levels (Henderson & Mapp, 2002).

Looking only at parental involvement, there is a range of ways that this can occur, a point that has been suggested within research, with such activities as working on homework and other learning activities in the home, decision-making within the school, and links between schools and the wider community is some of the key areas stated (Epstein, 2011). Within community involvement, there are similar areas that the term can be broken down into, with roughly three key areas of the types of activities that community involvement can be split into—these being what is referred to here as local level—the links between individual schools and local businesses, organisations, etc.; community level—looking for example at projects involving people and the local community; and governance level—considering issues like some sort of council of community members with sufficient rights to become directly involved in decision making (Sanders, 2003).

We have, therefore, looked at what parental and community engagement within education covers; however, it is realised within this document that the recommendations we provide may be found to be less or more appropriate depending on the circumstances in which education takes place, as stated above.




Impact on Inclusive Education Practices

Parental and community involvement has a long and positive history of driving inclusive education practices. When parents and community members are meaningfully engaged in the education of their children and other children, outcomes that result for students include better academic performance, improved social-emotional development, and even better habits of their minds(Henderson & Mapp, 2002; Jeynes, 2005).  

In the context of inclusive education, parental and community involvement can be important at several key stages, including in setting up schools that are inclusive, providing insights into students’ needs and strengths, and also shaping solutions that work in our given social-cultural and political contexts. The impact of parental and community involvement on inclusive education practices goes beyond individual students, as it can also promote more inclusive cultures and ways of working within schools. For instance, when parents and community members are actively involved in decision-making at schools, they can help to challenge discrimination and promote more inclusive practices (Sanders, 2003).

By supporting partnerships between schools, parents and community members, more effective and sustainable inclusive education practices can be developed (Booth & Ainscow, 2011).

Parental and Community Involvement in Pakistan

Sociocultural Nuances and Challenges

Pakistan, as a developing country, has distinct sociocultural variables and constraints that formulate the character and extent of parental and community involvement in education, structuring substantial implications for the implementation of inclusive education approaches in the country.

In Pakistani culture, the cultural landscape can impede the level of parental and community involvement in education. Traditional gender roles and expectations, especially in rural areas, may limit the mothers’ involvement in the education of their children (Malik & Courtney, 2011). In addition to this, considering the extended family structures and older family members’ decision-making processes can also be affected by them, whose rules include the functions of the extended family. They were always influenced by their extended families, and sometimes, they had to give up their education decisions because of the decisions made by their older family members.

There are widespread cultural attitudes in Pakistani society toward disability and diversity that can be a barrier to implementing inclusive education practices. The social stigma and discrimination associated with disability are widespread in Pakistan, and sometimes, such children are excluded from the mainstream education system. The cultural attitudes, which are gender, religion, and social class intersectionality, may cause the marginalisation of some groups of learners (Malik & Courtney, 2011).

Pakistan is characterised by significant societal inequalities, which include income inequalities, regional differences, and differences between urban and rural (Burki et al., 2015). The former has a huge impact on parental and community involvement in education. Families with low income come across various barriers, including resource deficiency, transport unavailability, and a serious constraint of time, which also prevent the parents from participating actively in their children’s education.  

The education of parents and community members is also affected by helping their children learn and become involved in educational institutions. For families residing in areas with low literacy rates and limited access to educational resources, parents may face difficulty in providing academic help to their children and advocating for their educational needs due to weak educational backgrounds.

The resources within the Pakistani education system can be a big hindrance to schools effectively engaging with parents and the community (Thakur et al., 2021). What we mean by this is that overcrowded classrooms, inadequate infrastructure, and not enough qualified teachers within the school system all hinder schools from being able to employ inclusive practices (Ayub & Akhtar, 2018; Ehsan, 2018). 

Moreover, limited financial resources can limit the school’s ability to support services and accommodate the diversity of the learners (Malik & Courtney, 2011). The absence of the availability of educational materials, assistive technologies, and specialised support staff can serve as a major barrier to the involvement of students with disabilities within inclusive classrooms (Pivik et al., 2002).




Models and Strategies for Enhancing Involvement

To promote parental and community involvement in inclusive education in Pakistan several models and strategies can be utilised. These models and strategies help promote the building of trust, effective communication, and mutual respect among diverse stakeholders. 

Rapport and trust between the school, parents and community are crucial in promoting inclusive education (Henderson & Mapp, 2002).  Research has indicated that parents are more likely to participate in the educational process when the school environment is inclusive and welcoming for all (Henderson & Mapp, 2002). In the Pakistani context, the schools should implement "culturally responsive strategies" (Gay, 2002) such as respecting religious and cultural values and traditions, providing support of language to families who are not Urdu speakers or do not understand other languages, etc. (Banks & Banks, 1995). The schools can enhance trust by showing their true commitment to inclusive education and by involving parents and community members in decision-making processes. For example, schools can involve parents and community members in various school matters. Regular communication, regularities in decision-making, open-door policy, and meaningful participation opportunities may contribute towards the establishment of trust and collaboration in the schools (Epstein, 2011).

Parental and community involvement in inclusive education can be enhanced through effective communication opportunities (Graham-Clay, 2005; Soodak, 2003). Schools in Pakistan use various strategies to engage parents and families, such as regular parent and teacher meetings, providing communication in writing in multiple languages, and using technology to keep the parents informed about school events and student progress. Also, schools should ensure that feedback, concerns, and innovation opportunities regarding inclusive education practices are channelled. There should be two-way communication between parents or the community and the school’s administration. The school needs to provide parents with the opportunity for dialogue, both parent-to-teacher and teacher-to-parent.

Schools, parents, and the community will have to demonstrate mutual respect in order to promote inclusive education in Pakistan. This is done by recognising, valuing, and practically showing that they have a positive perception of the stakeholders as they contribute something to the learner, school, and community (Ainscow, 2020a). Schools can achieve this by giving parents of learners as well as community members the opportunity to provide input and consultancy regarding educational matters and involving the parents in school activities such as decision-making initiatives. Also, organisations creating a safe and inclusive environment is another model of involving parents, community, and school (Ainscow, 2020a).

Role of Schools as Mediators

Schools play a crucial role as mediators in promoting parental and community involvement in inclusive education in Pakistan. By bridging the gap between home and school environments and facilitating collaboration between stakeholders, schools can create the conditions for successful inclusive practices.




Bridging the Gap between Home and School Environments

Schools in Pakistan can act as mediators to improve parent and community involvement in inclusive education by recognising and addressing the unique challenges and barriers families may encounter when trying to engage in the educational process, including cultural barriers, societal disparities, and limited resources (Malik & Courtney, 2011). Schools also have a vital role in supporting families by recognising and responding to their unique needs. In addition, schools can have many different features to better assist different family’s needs. Some of these include providing language help, providing easy transportation for parents to get to schools, and having times to meet with parents and have materials online and deliver, when possible, that can be of help or information to the parents and/or guardians of the child (Epstein, 2011). As a result, such strategies to engage families more fully can result in a more inclusively welcoming respectful of all differences and excellence backgrounds. It could also help with the different feelings that families may have about school, creating an increased sense of belonging and engagement.

Schools in Pakistan can also act as a conduit to facilitate collaboration among key education actors, including parents, community members, teachers, and administrators. Schools can also integrate mechanisms through which people can participate and engage in constructive conversations, decision-making, and collective actions regarding inclusive education (Ainscow, 2020b). To ensure the effective participation and voice of stakeholders, schools may consider formulating Inclusive Education Committees/working groups comprising individuals representing the diversity of the population and who can collectively plan, implement, and evaluate inclusive practices, thereby leading to collective ownership and accountability for the success of all learners (Booth & Ainscow, 2011). 

Schools in Pakistan may also foster collaboration by enlisting the commitments and support of community organisations to promote inclusive education. Schools can share experiences, practices, and lessons related to inclusive education and barriers encountered to provide comprehensive support for inclusive education by linking to disability advocacy organisations, ethnic associations, and social service agencies in their community.




Benefits of Parental and Community Involvement

Improved Academic Outcomes

It has been consistently found that parental and community involvement in schools is closely related to students’ superior academic performance (Yang et al., 2023). When parents and community members are involved in schools, students achieve more, exhibit more motivated behaviour, feel better about themselves and others, and view school in a more positive light (Henderson & Mapp, 2002; Jeynes, 2005).

Research has shown that parental involvement, such as good communication with mothers and fathers, support for learning at home, parent involvement in decisions affecting the school, and parental involvement in school activities, is associated with many indicators of a student’s success at school (Epstein, 2011). One meta-analysis indicated that there was an association between parental involvement and higher academic outcomes for students at all age levels and across all subjects; the effect was largest for younger students (Jeynes, 2005).  

Furthermore, community involvement in schools, such as partnerships between schools and local organisations, is related to higher achievement in students. Students who have access to more community-provided learning activities, such as internships and service-learning classes, can actualise what they learn in school, which, in turn, reinforces their academic knowledge and allows them the opportunity to apply critical thinking and problem-solving (Epstein, 2011).




Enhanced Social-emotional Development

Parental and community involvement in education has been shown to have many positive effects on students’ social and emotional development (Rahman et al., 2023). When parents and communities are actively involved in the educational process, students develop increased self-esteem, social competence, identity development, and a better sense of connection between self, school, and community (Henderson & Mapp, 2002).

Research shows that parental involvement is associated with better social-emotional outcomes for students, such as greater self-concept, motivation, and social competency (Fan & Chen, 2001). Epstein (2011) suggests that parental involvement can be focused into three main levels that can be related to positive social-emotional outcomes in the following ways: parenting (emotional support, high but realistic expectations for behaviour, high but realistic expectations for student’s academic performance, positive attitudes about the value of education), communicating (frequent, two-way, meaningful communication between home and school), volunteering (parenting involvement at school), attending school events.

Additionally, when communities are actively involved in education, students have access to a wide array of social interactions and opportunities to learn about themselves and others compared to those institutions when communities are not involved. Epstein (2011) suggests that community involvement in education can help increase skills related to social-emotional competencies, such as leadership, collaboration, and empathy in things like service learning projects at school or attending/supporting community events.




Increased Acceptance of Diversity within School Communities

Parental and community involvement can provide leverage to the acceptance of diversity through the curriculum and student population. By being willing to participate in education, parents, schools, and communities may also unintentionally create a climate that welcomes diversity into schools, such as in Epstein's (2011) research. Parental and community involvement in education from schools with a culturally diverse student population involving parents and communities from wide-ranging cultural backgrounds helps break stereotypes relating to race and ethnicity and facilitates cross-cultural understanding(Epstein, 2011; Ladson-Billings, 1995).

Students treat each other with more respect, and the relationship between cultural diversity and parental and community involvement in education is important when teachers and schools develop a way of working, which is more in line with their diverse parents and community associates (Hill & Taylor, 2004). It can also be argued that involving communities in education could give children opportunities to mix with people from all cultures and walks of life and allow them to become more accepting and understanding of people who are different from themselves (Sanders, 2003). Epstein (2011) stated that adolescents who had participated in cultural events and service learning suggested a

heightened appreciation of cultural differences.

Local people who may be in their place of origin,

have less schooling can also bring such insight, having not yet succumbed to the temptations of skills type analysis and to the current practices to meet the standards of education today. Inclusive education can benefit from more involvement from parents and communities who work together and advocate for an underrepresented or marginalised group. Parents and communities may address issues of insulation by promoting the needs of marginalised students or students with disabilities, such as making unjust or discriminatory decisions (Ainscow et al., 2006). In addition, schools like community participation can support and encourage students (Epstein, 2011).

Implications for Policy and Practice

The significance of parental and community involvement in inclusive education cannot be overstated. The advantages of this involvement illustrate the requirement for policies that focus on and permit effective participation. Educational policies at national, provincial, and local levels can have a significant impact on the efficacy of inclusive practices (Ainscow, 2020a). One element of policy design is the acknowledgement that involvement is a basic right and shared responsibility of parents and communities. Both the Convention on the Rights of Persons with Disabilities (UNO, 2006) and the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994) reinforce the need to include individuals with disabilities and their families in decision-making regarding their schooling.

In the Pakistani context, the education system can use these international frameworks as a basis to explicitly state the rights and responsibilities of parents and communities in relation to inclusive education within education policies. One such measure could be the creation of inclusive education committees or parent-teacher associations in every school that regularly communicate and consult with parents and communities. Additionally, policies can prioritise the allocation of resources and support—for instance, by investing in parent education and training programs, establishing resource centres for families of children with disabilities, or providing physically accessible infrastructure and assistive technologies (Malik & Courtney, 2011).

The policy, parents, and communities are very important for meaningful involvement, meaning not only policy design but also school people and teachers are very important solutions to implement policy in schools for all learners. They must make sure that they involve the school environment, including all learners and families, which is celebrated by diversity, language, and richness (Epstein, 2011).

Furthermore, schools should also match the languages of all parents, provide culturally responsible support, and recognise the communities, languages, and contributions by celebrating them (Epstein, 2011). Also, the school should be facilitated to support and communicate between the school and parents, families, and community members; it is to hold regular meetings, it is to provide regular information, and it is to involve parents and families in activities feeding as volunteers (Henderson & Mapp, 2002). In addition, there is also a need for school support, school family support for each learner and family, general support services for the learner and their families to develop individual education plans, assistive devices, learning material, etc, and also link with other external support services. (Ainscow et al., 2020).

The educational system, including the public and private sectors of Pakistan, is faced with challenges to implement inclusive education. It includes resource constraints, severe disparities, and also significant cultural barriers if all parents and communities associated with Pakistan collaborate in school to help the push in school systems. Partnering with other community-based organisations, including disability-based advocacy groups and cultural associations, for example, will provide support and expertise regardless of the barrier to significance. Currently, there is less or no integration of community members to work with an institution, but collaborating with these experts could make a big difference in the experience (Epstein, 2011). In addition, to understand and overcome the barriers, schools will make every effort to involve parents and the community (Henderson & Mapp, 2002). 

In addition, it is necessary for schools to inspire new 

ideas and to involve parents as members of the community to act as members of the family who should encourage new ideas to support them. For example, the school website can provide a platform for the availability of information support, knowledge, and capacity of basic skills, and therefore, it needs capacity-building programs and facilities for all teachers and authorities (Epstein, 2011).




Paradigm Shift towards Inclusive and Participatory Education

Addressing inclusive Education in Pakistan requires a paradigm shift, in which curricular, extra-curricular, and social skills of students with disabilities: parents and community involvement are needed. It requires a vision of parent and community involvement that moves away from traditional models of considering parents and communities as recipients of knowledge or as isolated and passive consumers of formal education to the present, which emphasises parental engagement and participation through two-way and ongoing interactions between home and school and between schools and the community. 

It also reflects the important role parents and communities play as primary teachers and caregivers throughout the life cycle of a child in the context of parenting and nurturing children. The role of the wider community, in addition to teachers, is instrumental in helping to nurture children within the family and supporting those children to benefit fully from their education. Parents’ and communities’ views, contributions, and perspectives are acknowledged as playing substantial and relevant roles in inclusive practices. This is grounded in the assumptions that education is the responsibility of the school, the family, and the community and that the school, the family, and the community possess knowledge, skills, experience, and assets that, when shared in togetherness and collaboration, can strengthen total education not to talk about inclusive education.

Schools exist to educate the individuals who make 

up the family, the community, and society. Schools, therefore, should create enabling environments for all the people who have stakes in the communities where they operate. Schools should freely, warmly, and genuinely interact with community members and the wider community to know the uniqueness, identity, resource persons, resource centres, methods, strategies, and other relevant issues and factors as pertain to the different localities that the communities and the schools exist. The school also needs, in the whole system, to ascertain ways of responding to the different and varied needs that are found in the various localities. Schools are, therefore, not working in isolation but are working with other relevant partners to achieve total education.

Participation in education partnerships is of utmost importance if education is to take place. The wider community, other partners, and all relevant stakeholders have considerable knowledge, skills, experience, and assets to share in the education process. Participation in democratic school management by parents from all sections of the community can lead to the non-domination of a certain section of the community but to the involvement of all, resulting in effective decision-making in education. With the attitude of mutual respect between all parties, democratic school management can be a basis for realising education partnerships. Schools need to have all key bodies of stakeholders in the planning and decision-making body.

Recommendations for Advancing Inclusive Education in Pakistan

Advancing inclusive Education in Pakistan will be no small task. There is much work to be done to build collaborative partnerships between schools, families, and communities. These partnerships need to be steadfast allies who share a vision of inclusive schooling and provide the necessary resources and support required to bring that vision to life (Ainscow, 2020b). One suggestion is to create inclusive education councils or parent-teacher associations that would meet regularly to establish, implement, and evaluate inclusive practices. These structures would need to represent the diversity of the school community and include educators, families, community members, and students themselves (Epstein, 2011).

Additionally, effective communication and engagement strategies with families will need to be developed. Schools will have to reach out to all families, including those who may not be familiar with the language, culture, and/or the functioning of schools, as well as those with limited financial resources to support their children’s education (Henderson & Mapp, 2002). This might involve using multiple modes of communication as well as the provision of translation and interpretation services (Epstein, 2011). Equally important will be to centre the training and support that educationally and economically marginalised students’ families and educators need to become full participants in inclusive education—through parent education programs and professional learning communities(Ainscow, 2020b; Epstein, 2011).

Communities, families, and schools will need to draw on their strengths and assets to support student learning and development. This means that community schools must emphasise the strengths and assets of their communities. (Ainscow, 2020b) It also means developing school-community partnerships that serve all students (Kretzmann & McKnight, 1993; Sanders, 2003). Moreover, students should be taught in ways that honour and respect their most cherished cultural, linguistic, and religious traditions and values (Ladson-Billings, 1995).

Finally, communities, families, and schools will need to confront the pressing and urgent challenges that bar equal opportunities for students to learn and develop. To provide education to children living in far-flung and/or marginalised regions of the country, technology and distance learning can be integrated and employed. Moreover, to address the educational needs of marginalised or vulnerable groups of students, targeted interventions and support services are of utmost importance (Ainscow, 2020b; Malik & Courtney, 2011). Additionally, an enabling environment must be provided through policy and advocacy efforts that allow for and encourage the implementation of inclusive education models and that provide communities and schools with the necessary resources and support they need to make such models effective.

These recommendations and strategies will only be effective if, at their core, education is about and for every learner—to support every learner to learn to fulfil their potential—no matter their cultural background, gender, ability, geography, poverty, or any other circumstance (Booth & Ainscow, 2011; Elias et al., 1997). In other words, the recommendations and strategies described herein are predicated on the understanding that education is about advancing equity. This means that schools should be providing an array of learning opportunities for students. It also means that education should be customised for every learner—to address their unique needs, capabilities, interests, and ways of learning (Pane et al., 2017).

Conclusion

This paper has discussed the need for parents and community characteristics in inclusive education in Pakistan. It is concluded with reference to research empirical findings and theoretical frameworks of Western and non-Western contexts that the parent and community characteristics towards inclusive education are multidimensional, and these characteristics develop an inclusive learning environment that meets the needs of diverse learners. It indicates that parents and community should be treated as partners whose engagement in the school process fulfils the desired outcome of school, as recognised by Epstein (2011), and also inclusive culture will promote the concept of culture as suggested by Booth and Ainscow (2011).

The paper further indicates the positive outcomes of the involvement of parents and community, which include academic success, social and emotional competency, and acceptability of diversity within school society as explained by Henderson and Mapp (2002), and also reflects the implications of policy and practices for which inclusive education have the priority on policy and facilitates the practices as suggested by Ainscow et al. (2020). It also recognises the unique sociocultural pattern and challenges towards inclusive Education in Pakistan, including cultural norms, socioeconomic imbalances, and availability of resources, are the areas that require the uniqueness of strategies and need to utilise the strengths and support of the community as indicated by Malik and Courtney (2011) and also the research further highlights the new and innovative approaches for the solution of complicated issues of education provided in Pakistan.  

Finally, it called for actions for equity and excellence in education by acknowledging that all communities have the social responsibility to reform the educational system towards inclusive education in Pakistan.

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