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This study was aimed to find out the challenges of special educationists in teaching social skills to non-verbal children with autism spectrum disorder (ASD). The population consisted of special education teachers working in special education centers in Punjab province of Pakistan. 75 special educationists working in special education centers selected through random sampling technique as research participants working in the Private special education centers in Lahore City. A selfdeveloped and validated questionnaire was formulated on a Likert-type scale consisting of twenty-five statements for teachers to get responses. The study results showed that most of the teachers were facing challenges in teaching social skills to non-verbal children with autism spectrum disorder. The study recommended that special educationists encourage the nonverbal children with ASD to initiate the production of sounds using specialized intervention like Picture Exchange Communication System (PECS), ABBLES and Links to Language. Special educationists need to plan social skill tasks based on Discrete Trial Training (DTT) individually for every nonverbal child with ASD and prepare the social routine program for each child.

Single national curriculum (SNC) is an important issue across the Punjab Province of Pakistan. Making and implementing SNC is not only focusing the education of normal pupils, but also focusing students with disabilities (SWD). The field of special education experienced an increased discussion of curriculum for students with intellectual disabilities (SID). The present research aimed to know the benefits to implement first stage of single national curriculum for students with Intellectual disability and to know the differences about the benefits between public and private schools regarding SNC for students with ID based on demographic characteristics. Likert type researchers-made questionnaire with reliability) Cronbach alpha .922) was used. 90 special educationists from public and private schools were chosen through random sampling technique. The findings raised some benefits such as: SNC will bridge the social and economic disparities which will increase the acceptance of ID students. It was recommended that SNC should include areas of adaptive skills, motor, and vocational skills to get involved in work activities.

Online education has been turned into an effective opportunity for students, especially after COVID -19. This paper aimed to investigate the liking and disliking factors of school-going children with special perceived by their parents and to compare the liking and disliking of school-going special needs children. The quantitative research approach was applied by the researchers to complete the study. 40 parents of school-going children with special needs residents of Lahore city were selected as a sample by using a stratified sampling technique for this research. One close-ended self-constructed reliable questionnaire (Cronbach Alpha=.84) was used by the researchers. The results found liking to do activities in the school more than disliking (liking score= 83.7500 and disliking score=52.5500). There is no significant difference in parental views based on their gender about the liking (t=.388, df=38 and p=.700) and disliking factors (t=.788, df=38, and p=.436) and there are no significant differences in the liking and disliking of students with special needs based on their disabilities about going to school. Researchers recommended that reinforcement should be given to the special needs students to maintain their likeness for attending school.

Schools being suspended in 189 countries since April 2020, the entire education system had shifted online due to COVID-19. The study aimed to describe impact of school closure on physical and mental health of students with physical impairment during lockdown perceived by the stakeholders. The quantitative research design with survey method was used. The researchers have selected 100 parents, 30 psychologists, 30 physiotherapists, and 30 teachers of students with physical impairment in Lahore randomly. Four close ended selfmade questionnaires were used. Study reveals that there are no significance differences in the perceptions of respondents about impact of school closure on mental and physical health of children with physical impairments based on their demographic characteristics. The prediction is supported (df=188and P=.013) that there is an impact of school closure on physical health of children with physical impairments. We recommended that Live tutorialbased exercise and diet and plan should be managed for students.