PROMOTING INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN PAKISTAN

http://dx.doi.org/10.31703/gssr.2023(VIII-II).39      10.31703/gssr.2023(VIII-II).39      Published : Jun 2
Authored by : Humera Omer Farooq , Rabea Saeed Hassan , Farrukh Hammad Rasool

39 Pages : 427-434

References

  • 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 Learn”: 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.

References

  • 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 Learn”: 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

    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

    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

    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

    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

    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

    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

    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