Promoting Inclusive Education for Children with Disabilities in Pakistan
As part of the study, researchers asked both teachers of general education and teachers of special education what they thought about inclusive education. The main goal of this study was to learn more about how Pakistani educators feel about education for all. There were a total of 39 questions in the poll. The validity and reliability of the instrument were determined by trying it with pilot groups and talking to experts in the field. We found the Cronbach alpha, which is a measure of internal stability, by using SPSS. The correlation value was 0.80 as a whole. A t-test and mean values were used to look at the data. A meticulous analysis of the data shows that all teachers are right about how effective inclusive education is and that all teachers support the method. It was also shown that both regular and special-needs teachers feel the same way about inclusive education.
-
Inclusive Education, Children, Disabilities, Teachers, Education
-
(1) Humera Omer Farooq
PhD Scholar, Assistant Professor, Graphic Design Department College of Art & Design, University of the Punjab Lahore, Punjab, Pakistan.
(2) Rabea Saeed Hassan
Education Consultant, Education Training and Corporate Services and Solutions, Lahore, Punjab, Pakistan.
(3) Farrukh Hammad Rasool
Assistant Professor, University College of Art and Design, Islamia University, Bahawalpur, Punjab, Pakistan.
- Ashfaq, M., & Rana, A. B. (2015). A study of inclusive stakeholder's perceptions for successful inclusion at higher education in Pakistan. Journal of Research in Social Sciences, 3(1), 80.
- Ashraf, S., Fatima, G., & Bashir, R (2017), The Acceptability Level of Ordinary School Teachers towards the Inclusion of Children with Visual Impairment, Journal Of Educational Sciences And Research. https://jesar.su.edu.pk/article/75
- Ballard, C., & Banks, G. (2003). Resource Wars: The Anthropology of Mining. Annual Review of Anthropology, 32(1), 287–313. https://doi.org/10.1146/annurev.anthro.3 2.061002.093116
- Bruns, B., Mingat, A., & Rakotomalala, R. (2003). Achieving Universal Primary Education by 2015. World Bank Publications. https://doi.org/10.1596/0-8213-5345-4
- Fear-Segal, J. (2009). White Man’s Club: Schools, Race and the Struggle of Indian Acculturation. The Journal of American History. https://doi.org/10.2307/27694815
- Finke, E. H., Finke, E. H., McNaughton, D. B., & Drager, K. D. R. (2009). “All Children Can and Should Have the Opportunity to Learnâ€: General Education Teachers’ Perspectives on Including Children with Autism Spectrum Disorder who Require AAC. Augmentative and Alternative Communication, 25(2), 110– 122. https://doi.org/10.1080/07434610902886 206
- Fisher, D. (1999). According to Their Peers: Inclusion as High School Students See It. Mental Retardation, 37(6), 458–467. https://doi.org/10.1352/0047- 6765(1999)037
- Fisher, M., & Meyer, L. H. (2002). Development and Social Competence after Two Years for Students Enrolled in Inclusive and Self- Contained Educational Programs. Research and Practice for Persons With Severe Disabilities, 27(3), 165–174. https://doi.org/10.2511/rpsd.27.3.165
- Garner (eds), Inclusive Education—Supporting Inclusion in Education Systems. London: Kogan Page Limited.
- Helmstetter, E., Curry, C., Brennan, M. A., & Sampson-Saul, M. (1998). Comparison of General and Special Education Classrooms of Students with Severe Disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 33(3). https://eric.ed.gov/?id=EJ577342
- Helmstetter, E., Curry, C.A., Brennan, M., & Sampson-Saul, M. (1998).Comparison of Implementation of Higher Education Reforms in Europe. Trentham: Trentham Books. In Inclusion and School Reform: Transforming America’s Classrooms. D. K.
- Jorgensen, C. M., McSheehan, M., & Sonnenmeier, R. M. (2007). Presumed competence reflected in the educational programs of students with IDD before and after the Beyond Access professional development intervention. Journal of Intellectual & Developmental Disability, 32(4), 248–262. https://doi.org/10.1080/13668250701704 238
- Levin, H. (2007). Doing What Comes Naturally: Full Inclusion in Accelerated Schools
- Lindqvist, R., & Grape, O. (1999). Vocational rehabilitation of the socially disadvantaged long-term sick: inter-organizational co- operation between welfare state agencies. Scandinavian Journal of Public Health, 27(1), 5–10. https://doi.org/10.1177/14034948990270 010901
- Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Ascd.
- McGhie-Richmond, D., Irvine, A., Loreman, T., Cizman, J. L., & Lupart, J. (2013). Teacher perspectives on inclusive education in rural Alberta, Canada. Canadian Journal of Education, 36(1), 195–239. https://files.eric.ed.gov/fulltext/EJ100231 7.pdf
- Mortweet, S. L., Utley, C. A., Walker, D., Dawson, H. L., Delquadri, J. C., Reddy, S., Greenwood, C. R., Hamilton, S., & Ledford, D. (1999). Classwide Peer Tutoring: Teaching Students with Mild Mental Retardation in Inclusive Classrooms. Exceptional Children, 65(4), 524–536. https://doi.org/10.1177/00144029990650 0407
- Sandkull, O., & Schill, G. (2007). Everyone at Side should do an immersion!. Participatory Learning and Action, 57(1), 71-73.
- Sapon-Shevin, M. (2003). Inclusion: A Matter of Social Justice. Educational Leadership, 61(2), 25–28. https://experts.syr.edu/en/publications/inc lusion-a-matter-of-social-justice
- Wang, H. L. (2009). Should All Students with Special Educational Needs (SEN) Be Included in Mainstream Education Provision? - A Critical Analysis. International Education Studies, 2(4). https://doi.org/10.5539/ies.v2n4p154
- Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting Access to the General Curriculum by Teaching Self- Determination Skills. Exceptional Children, 70(4), 427–439. https://doi.org/10.1177/00144029040700 0403
- Witherell, C. & Noddings, N. (1991).Prologue: An invitation to our readers. InC.
- York: Mc Millan. Cole, C.M., Waldron, N., &Majd, M. (2004). The academic progress of students across.
Cite this article
-
APA : Farooq, H. O., Hassan, R. S., & Rasool, F. H. (2023). Promoting Inclusive Education for Children with Disabilities in Pakistan. Global Social Sciences Review, VIII(II), 427-434. https://doi.org/10.31703/gssr.2023(VIII-II).39
-
CHICAGO : Farooq, Humera Omer, Rabea Saeed Hassan, and Farrukh Hammad Rasool. 2023. "Promoting Inclusive Education for Children with Disabilities in Pakistan." Global Social Sciences Review, VIII (II): 427-434 doi: 10.31703/gssr.2023(VIII-II).39
-
HARVARD : FAROOQ, H. O., HASSAN, R. S. & RASOOL, F. H. 2023. Promoting Inclusive Education for Children with Disabilities in Pakistan. Global Social Sciences Review, VIII, 427-434.
-
MHRA : Farooq, Humera Omer, Rabea Saeed Hassan, and Farrukh Hammad Rasool. 2023. "Promoting Inclusive Education for Children with Disabilities in Pakistan." Global Social Sciences Review, VIII: 427-434
-
MLA : Farooq, Humera Omer, Rabea Saeed Hassan, and Farrukh Hammad Rasool. "Promoting Inclusive Education for Children with Disabilities in Pakistan." Global Social Sciences Review, VIII.II (2023): 427-434 Print.
-
OXFORD : Farooq, Humera Omer, Hassan, Rabea Saeed, and Rasool, Farrukh Hammad (2023), "Promoting Inclusive Education for Children with Disabilities in Pakistan", Global Social Sciences Review, VIII (II), 427-434
-
TURABIAN : Farooq, Humera Omer, Rabea Saeed Hassan, and Farrukh Hammad Rasool. "Promoting Inclusive Education for Children with Disabilities in Pakistan." Global Social Sciences Review VIII, no. II (2023): 427-434. https://doi.org/10.31703/gssr.2023(VIII-II).39