INTRODUCTION
IMPORTANCE OF INCLUSIVE EDUCATION
MERITS OF INCLUSIVE EDUCATION
DEMERITS OF INCLUSIVE EDUCATION
PAKISTAN PERSPECTIVE OF INCLUSIVE EDUCATION
STATISTICS OF PEOPLE WITH DISABILITIES
INITIATIVE OF PAKISTAN GOVERNMENT
ROLE OF NGOs
EDUCATIONAL OPPORTUNITY FOR CHILDREN WITH
DISABILITY
SPECIAL EDUCATIONAL DIFFERS FROM REGULAR
EDUCATION
Meaning:
Inclusive education is defined as a learning
environment that promotes full personal,
professional and academic development of all
learners irrespective of colour, class, gender,
disability and sexual preferences, learning
style and language.
Inclusion is derived from the Latin word
“includere” means “shut in”.
Inclusion is a term which expresses commitment
to educate every child to maximum extent
appropriate in the school and the classroom he
or she would otherwise attend.
Inclusive education is about how we develop and
design our school, classrooms, programs and
activities so that all students learn and
participate together.
Inclusive education is a set of values, principles
and practices that seeks more effective and
meaningful education for all students,
regardless of whether they have exceptionality,
labels or not.
According to UNESCO , Inclusive education is as
“ a process of addressing and responding to the
diversity of needs of all learners through
increasing participation in learning cultures and
communities, and reducing exclusion from
education and from within education.”
It encourages the involvement of parent in the
education of their children and the activities
of their local schools.
It fosters a culture of respect and belonging.
It also provides the opportunity to learn about
and accept individual differences.
Creates confidence in differently abled
children
Creates ability to follow social rules and
regulations
Helps to develop their abilities
Creates empathy and positive attitude
towards differently abled children in the
minds of normal pupils.
Students can be integrated socially with their
peers
Tendency of ridiculing and insulting by the
normal students.
Specific attention can’t be given to each
type of disability.
Curriculum is not on the basis of interests of
differently abled children.
Differently abled children are unable to
follow strict time schedule.
Absence of specially trained teachers and
learning materials.
In Pakistan, educational authorities also recognize
that all the children have equal right to freedom of
expression, quality education and have access to a
safe and healthy environment.
A census in Pakistan was conducted by Govt of Pakistan
and it was found that there were thirty two lac eighty six
thousand six hundred thirty (32, 86, 630) people with
disability constituting 2.54% of the population.
It is estimated that about 20,000 children with disability
are aged between 5-20 years , 2.4 percent of the total are
enrolled in special schools.
A survey of the special needs children indicated that 10
percent of the population had some sort of disability ,
such as visual impairment, hearing impairment, mental
retardation, physical disability, learning disability or
multiple disabilities.
Only 2 percent had access to institutional facilities.
The National Policy Of Education 1998 envisaged about
Inclusive Education and national policy of persons with
disabilities 2002 also states about provision of education
for such children and adults.
In January 2004, Ministry of Education collaboration with
UNESCO organized a series of sub-Regional Meetings of
Ministers of Tehran Cluster group on “EFA Planning”. “Early
childhood education” as well as on “Inclusive Education”
culminating on Joint Declaration.
Another National Consultation on Inclusive Education was
arranged at Islamabad on 27th April 2005, which concluded
by adapting a joint declaration called “ Islamabad
Declaration on Inclusive Education” (MoE 2008).
According to organization of Save Disabled Women
Pakistan held that Inclusive education in Pakistan
needed promotion, awareness, attention, and clear
understanding of the concept for true implementation
at grass root level in marginalized communities.
Government and NGOs must have clear policy for
training of concerned staff members in every district
schools and institutions.
In a current scenario a pilot project is running on
inclusive education in 16 mainstream schools
(boys/girls) of Islamabad under the Federal
Directorate of Education, MoE Islamabad in
collaboration with international Development Partner
(IDP) Norway, Education and Islamabad.
An ordinary school where, if necessary individual
curricula may be drawn up. If necessary
respective classes are meant for correction and
rehabilitation.
Classes for children with special needs in an
ordinary school.
An ordinary school where subject listed in a
rehabilitation plan are taught by a special
educator teacher.
A school for children with special needs where
general subjects are taught and simultaneously a
vocational school where vocational classes are
taught.
Different instructional methods are used,
and
Additional specialists ( specialized teachers,
speech therapist, occupational therapist
physical therapist aides social workers etc)
are involved beyond regular classroom
teachers . These professional’s specialized
skills are matched to the need of identified
children.
