Barriers Teachers Face in Implementing Inclusive Practices in Their Classrooms in Mountainous Region of Pakistan

The geographical location of Gilgit Baltistan makes it difficult to reach. Prevalence of disability in Gilgit-Baltistan surpasses national averages, yet the educational architecture remains un-inclusive. Disabled people face challenges in leading a life of dignity. In recent times, Inclusive Education has emerged, not just a concept or a policy, but a fundamental human right. The study aims to identify barriers teachers face in implementing inclusive practices in their classrooms. Cultural values sometimes prevent families from reporting impairments. Physical infrastructure like ramps, accessible latrines, and transport systems are lacking or absent most times. The study combined in-depth interviews, focus group discussions (FGDs), and classroom observations. The sample consisted of 20 teachers, 10 parents, and 20 schools, selected using purposive and snowball sampling techniques to ensure relevance and depth. Thematic analysis was used to make sense of complexity. From the fieldwork, four major categories of barriers emerged: physical and infrastructural barriers, social and cultural barriers, teacher training and capacity gaps, and policy and resource limitations. Each of these barriers interacts with the others, creating a cycle of exclusion that many children cannot escape. Four major areas of challenge teachers face emerged: Lack of Training and Preparedness, Managing Overcrowded and Diverse Classrooms, Limited Resources and Institutional Support, and Emotional Burdens, Burnout, and Resilience. Despite these challenges, some teachers demonstrated extraordinary creativity and commitment, finding small but meaningful ways to include children with disabilities. Three notable practices emerged: peer assisted learning, visual and hands on methods, personalized attention. Insights emerged from the study that teachers have high willingness and low preparedness. Second, systemic neglect amplifies challenges, and third, teachers hold transformative power, despite structural barriers, many take extraordinary steps to adapt their teaching and advocate for students. The study recommends schools build/retrofit ramps, railings, and accessible toilets using local low-cost materials and labor. Simple pedagogy and inclusion of visual/tactile scaffolds ensured in every lesson, and short cycles of practice-based training with follow-up coaching to be ensured for teachers. Need for ongoing training is explicit in findings. Future research should examine integrated sets of solutions instead of individual interventions.