Awareness of Disability among General Education Teachers: A Study in the Schools of District Gilgit

Abstract

This study investigates the awareness of disabilities among general education teachers in the district of Gilgit, Pakistan, with a focus on their knowledge of disability types, inclusive teaching strategies, and related policies. Using a quantitative research design, data were collected from 103 teachers selected through simple random sampling. A Likert-scale questionnaire was employed, and responses were analyzed using SPSS to examine patterns across demographic variables such as gender, qualifications, and urban–rural differences. Findings revealed that teachers demonstrated low to moderate levels of awareness in all three domains. While some awareness was observed regarding the broader developmental impacts of disabilities, significant gaps remained in identifying specific impairments, adapting lesson plans, and understanding policy frameworks. Gender differences showed male teachers reporting higher awareness of disability types, while urban teachers displayed significantly greater awareness than their rural colleagues across all areas. Academic qualifications, however, did not show a meaningful impact on awareness levels. These results highlight the urgent need for targeted professional development, policy orientation sessions, and resource support, particularly for rural teachers. The study concludes that improving teacher preparedness is essential for effective implementation of inclusive education in under-resourced contexts such as district Gilgit.