DOI: https://doi.org/10.52131/pjhss.2021.0902.0122 150 eISSN: 2415-007X Pakistan Journal of Humanities and Social Sciences Volume 9, Number 2, 2021, Pages 150 – 157 Journal Homepage: https://journals.internationalrasd.org/index.php/pjhss Framing the Inclusion of Students with Visual Impairment in the Regular Schools of Punjab: Efforts and Challenges Kashifa Rashid 1 , Samina Ashraf 2 , Musarrat Jahan 3 , Muhammad Latif Javed 4 1 Ph.D. Scholar, Institute of Special Education, University of the Punjab, Lahore, Pakistan. Email: kashifarashid53@gmail.com 2 Assistant Professor, Institute of Special Education, University of the Punjab, Lahore, Pakistan. Email: samina.dse@pu.edu.pk 3 Assistant Professor, Department of Special Education, The Islamia University of Bahawalpur, Pakistan. Email: musarrat.jahan@iub.edu.pk 4 Assistant Professor, Department of Education, The Islamia University of Bahawalpur, Bahawalnagar Campus, Pakistan. Email: latif.javed@iub.edu.pk ARTICLE INFO ABSTRACT Article History: Received: August 25, 2021 Revised: September 26, 2021 Accepted: September 28, 2021 Available Online: September 30, 2021 The main objective of this study was to frame the inclusion for students with visual (SWVI) in the public schools of Punjab. For this purpose, researchers took the opinions of principals and teaching staff of the regular schools where SWVI are enrolled. Researchers used the survey method to conduct the study. A descriptive type of research was used. The study population compromised of all principals and teaching staff teaching in general inclusive schools of Punjab. The total ratio of the sample is 151(N=38). Principals and teachers teaching in inclusive schools (N=113) were taken as a sample of the study. The two- structured questionnaire were used, encompassing a dichotomous scale (Yes / No). The reliability of the instruments was estimated respectively 0.77 and 0.86. In contrast, the content validity of the instruments was assessed through experts who had experience in the field of special and inclusive education. The IBM version 20 was used for the analysis of the results. Results of the responses were calculated through frequency distribution with their percentage. Most of the principals who were administrators in regular inclusive schools emphasized that they have a zero rejection policy for admission in schools and make possible the friendly environment for students, positive feedback from the community, and an open- door policy for teachers, students, and parents to solve problems related to students. The majority of the school heads highlighted that school infrastructure is not according to the needs of students. Many teachers said that they lack training, have less knowledge to modify the syllabus and assessment procedures, do not have a proper source to adapt teaching material. Keywords: Inclusion Visual Impairment School Infrastructure Regular Schools Services and Facilities Zero Rejection © 2021 The Authors, Published by iRASD. This is an Open Access Article under the Creative Common Attribution Non-Commercial 4.0 Corresponding Author’s Email: musarrat.jahan@iub.edu.pk 1. Introduction In spite of twenty-five years of discussion at international level, compromise on inclusive education remains indefinable (Ainscow, 2020). At international level, it is progressively seen as a norm to provide support and say welcome to diversity that has presence among all learners (UNESCO, 2017). This overall debate assumes that the purpose is to eradicate social exclusion that creates inequitable behaviors about race, social status, culture, creed, sex, and capability. As result, its takes start from the belief that education is considered a basic human right and provided the strong ground for a more just mortality (Ainscow, 2020).