<p style="text-align: justify;">Several studies have demonstrated that bullying and cyberbullying are prevalent in Pakistani educational institutions, negatively affecting students' physical and mental health. Literature has revealed that it has not always been successful to prevent bullying in Pakistani educational institutions by adapting or adopting antibullying interventions from other countries. Sohanjana Antibullying Intervention is the first contextualized antibullying intervention designed specifically for Pakistani teachers. Assisting teachers in identifying bullying and victimization issues prevalent in educational institutions, intervening quickly to assist pupils, and creating a conducive school environment are the main goals of this program. A description of the Sohanjana intervention program, its modules, and its design is presented in the current study. After a comprehensive literature review on bullying in Pakistan, and conducting a baseline survey for need assessment, the program’s content and activities have been developed. In this 32-hour professional development program, teachers are trained on eight different themes over the course of eight modules. In the present paper, the design, the theoretical background, details of the different modules and preliminary evaluation data of the Sohanjana intervention program are presented. A pilot study of the intervention so far has produced successful results and gathered positive feedback from participants. As a result of the feedback, several recommendations and suggestions are discussed in the study.</p>

The worldwide inclination toward inclusive education has made it possible for children with disability to be included in mainstream schools (Ozokcu, 2018). Inclusive education is regarded as a transformation that intends to remove all obstacles to the inclusion of every learner into the mainstream school system, irrespective of their disability (Hamenoo & Dayan, 2021). The idea of inclusion reflects a thoughtful approach that accepts, respects, and values diversity and differences among all individuals. It also targets the development of school systems for every individual (Ghosh, 2022). The drive toward inclusive education lays stress on teaching children with disabilities in regular classrooms. The current reauthorization of the Individuals with Disabilities Education Act (IDEA, 1997) also includes wide-ranging provisions that boost the enrolment of students with disabilities in inclusive classrooms.

Several countries around the world, including Pakistan, are determined to achieve successful inclusion but are facing some major and minor challenges. For example, the dearth of physical and human resources and a lack of understanding, expertise, and attitudes. The present research was carried out to find out the role that teachers’ attitudes play in educating children suffering from behavioral disorders. Using the quantitative research design data were gathered from 230 randomly selected sample cases of teachers working in 10 traditional (non-inclusive) and 10 inclusive schools in Karachi, Pakistan. The teachers were asked to respond to items on the semantic differential scale and five-point Likert scale, respectively, to gauge their attitudes toward inclusive education. The analyses were carried out through Smart Partial Least Squares (Smart PLS) 3.0. The results from the Structural Equation Modeling analysis revealed that teachers have positive attitudes toward the education of children with behavioral disorders. Directly significant positive correlations indicated that teachers are prepared to cater students with mild behavioral disorders in their classrooms. The current study suggested the development of a support mechanism by the school administration and also the provision of guiding principles for increasing teachers’ self-efficacy to increase the chances of inclusion of students with behavioral disorders.

IntroductionA community cannot avoid the frustrating problem of antisocial behavior, which consists of actions that violate traditions or standards. To deal with the antisocial behavior and aggression in children, a variety of techniques and interventions have been proposed and applied throughout the world. Teachers can overcome antisocial behavior in educational institutions through professional development programs. In Pakistan, there are few studies that focus on teachers’ professional development in behavior management, which should be investigated.MethodsA qualitative research study examined teacher professional development courses aimed at improving classroom management skills and controlling antisocial behaviors by collecting information from instructors. This approach was taken because this study aims to identify teacher educators’ experiences related to antisocial and aggression control training in the school setting. In addition, the limitations and challenges associated with such development programs are revealed through semi-structured interviews.ResultsResearchers reported major challenges related to such trainings include resistance and unwillingness of school authorities and teachers to participate in such trainings, as well as lack of resources and finances.DiscussionTo ensure that teacher training is effective and leads to the development of teacher skills and improvement of student behavior, researchers recommend implementing evidence-based intervention programs with ongoing monitoring by a trained teacher specialist. It is also recommended that curricula be standardized and in-service training results be empirically verified.

The quality of life of children with special education needs can not only be facilitated but also contribute to their overall well-being when technology is available and accessible to them. Given the goals of the study, this chapter emphasizes the importance of accessibility and availability of assistive technology for all developing and underdeveloped countries. This chapter examines how assistive technology can support children with special education needs and how assistive technology relates to achieving sustainable development goals. Findings show that assistive technology interventions support all types of physical and intellectual disabilities. However, in developing and underdeveloped countries, there are significant barriers to technology integration, including availability and accessibility of devices. This systematic literature review has provided important guidelines for future researchers and possible ways in which educational institutions need to think about incorporating assistive technologies into the teaching and learning process of students with disabilities.