Journal of Inclusive Education Vol.4, Issue 1, 2020, 29–42 Comparison of Pedagogical Approaches as Perceived by the Teachers of Special and Regular Schools Humara Bano 1 Maria Sohaib Qureshi 2 Munawar Ahmed Malik 3 Abstract Pedagogy refers to the dynamic relationship between learning, teaching and culture. The present study was aimed to examine and analyze pedagogical understanding of the teachers about teaching methods. The sample of the study consisted of 200 teachers out of which 100 teachers were serving in special education institutes and 100 in general education institutes of Lahore city. Purposive sampling technique was used to select the sample. A self- developed questionnaire was used to collect data on pedagogical understanding of general and special education teachers. Questionnaire comprised of 40 items and the reliability was .804. The perceptions of selected teachers were compared with respect to the subjects taught in class 5 which were English, Urdu, Math, Science, social studies and Islamiat. Data was analyzed and mean values for each subject was computed against different preferred methods used by general and special education teachers. Comparison was also made to investigate the pedagogical understanding of general and special education teachers about teaching methods. It was concluded that teachers need clearer understanding about appropriateness of each of teaching method for different subjects particularly while teaching in inclusive setup when and where needed. If ignored may create new challenges for the smooth running of inclusive setup. Keywords: pedagogy, understanding, teaching methods, teachers, inclusion 1. Department of Special Education, University of the Punjab, Lahore Email: inchargedse@gmail.com 2. Assistant Professor, Dept. of Special Education, University of the Punjab, Lahore Email: maria.dse@pu.edu.pk 3. Assistant Professor, Dept. of Special Education, University of the Punjab, Lahore Email: munawar.dse@pu.edu.pk