Challenges and opportunities to implementing inclusive education: a case from Nepal

This qualitative research explored the perspectives of school principals, teachers, and students with and without disabilities on implementing of inclusive education at two public secondary schools in Nepal. This article is informed to some extent by findings from a doctoral research project (Thapaliya 2018). Data were collected through semi-structured interviews and school-based observations. The findings reflect inclusionary practices were hindered by four areas of challenge: (a) environmental challenges; (b) school related challenges; (c) sociocultural related challenges; and (d) economic related challenges. The findings suggested that the modification of environmental challenges increased the provision of and revisions to curricula, pedagogy, and assessment. The implications of the study and limitations of this research were also discussed.