This study was conducted to designing a model of vocational training programs for disables. For this purpose desk review was carried out and the vocational training models/programs of Israel, U.K., Vietnam, Japan and Thailand were analyzed to form a conceptual frame work of the model. Keeping in view the local conditions/requirements a model of vocational training program was proposed. The proposed model involved the vocational training plan for the job of cashier for mild group, receptionist for moderate and computer operator for severe group. It specified the type of disability as well involved in the training plan.The model recommended the vocational training of three levels of disability; mild, moderate and severe irrespective to the type. The model consisted of details of structure, objectives, professional support involved, vocational training plan and syllabus/activities, evaluation and on job training etc. International practices regarding VT mixed with the national existing situations were critically analyzed during desk review and finally a plan of VT for disables was proposed. A survey was conducted via a questionnaire to get opinion of the heads and senior vocational instructors of Federal Government vocational training and rehabilitation centers for PWDs. The collected data was statistically analyzed to quantify the suggestions on proposed model. The major findings included that all stakeholders considered VT helpful in rehabilitation of PWDs. All heads and vocational instructors are willing to adopt this model, minimum or no extra funds are needed in its implementation, the vocational teacher employed in the centers can easily manage to adopt this model at their centers because no extra training is required for the staff and they all endorse the VT plan proposed in this model. 213A vocational training model is required to reduce socio-economic gap and to set professional standards by developing human resources trained in trades. The syllabus, activities and methodology proposed for the vocational training of the students at special education centers for the disables was agreed upon by the experts. It was recommended that vocational training model on various jobs for specific disabilities may be developed. Vocational training model for after school youth may also be developed on similar pattern. It was recommended that vocational training must be implemented through ODL for the training of PWDs in acquiring vocational skills if there is no vocational skill training teacher or resources available at the centers.In this way a large number of individuals who are taking education at special education centers and institutions can take benefits from VET programs at a time with minimal cost provided at their door steps or at institutions.

social adaption, long-term relationships, and the development of cognition, emotion and personality in unique and important ways. Children with hearing impairment often have some degree of language and/or speech delay, which is a major factor affecting their social interaction with peers. The present research was aimed at the study of classroom social behavior of hearing impaired children at primary level. The research was descriptive and direct observation method was used to identify the positive and negative social behavior of hearing impaired children exhibited in the classroom and at playground. 50 hearing impaired children including male and female studying in classes I to V of special education centers for children with hearing impairment at Islamabad were selected randomly. A checklist was used to identify the social behavior. The items were developed on the indicators of classroom social behavior of hearing impaired children such as respect of elders, sharing, rebel, aggressive behavior, cooperation, fighting, calm and quiet, follow the instructions, teasing others, and friendly etc.On the basis of research findings it was concluded that most of hearing impaired children respect their elders, remain calm and quite during lesson, do not share their things with other students, do not rebel during lesson. Most of them cooperate with others during group activities, stay away from fighting during group activities, and follow the rules in playing group games. Some of them get angry when other students distract them from their studies, do not tease their friends. The male children immediately become frustrated when they can’t solve a problem and become aggressive (violent) when something goes against their will.It was recommended that creating awareness of classroom social behavior in hearing impaired children can change their behavior positively. Moreover, hearing impaired children should be motivated and encouraged to move in a positive social life.

The research was designed to study the effect of pre-school on language comprehension of children at primary level. Preschool education is the education of young children, they got from the age of three years in proper school environment before class I. The research question was, whether preschool education has any contribution in understanding of English language of children, and in future academic progress of children at primary level. The comprehension of language was judged through tests based on English text for classes I to V. The sample of the study comprising 240 students, half preschoolers and half non preschoolers was randomly selected from four schools at Islamabad to whom tests were distributed to be done in a time limit. A statistical application of t test showed a significant difference in the performance of students having preschool education and the students without preschool education. It was concluded that the children who start their schooling at the age of three or more than three years acquired better English language writing skills than those who do not get educational experience in early years of their lives before entering in class I. It was recommended that arrangem

Hearing aids have been used successfully and efficiently for many decades for rehabilitation of hearing impaired children. In present era, advancement in technologies has brought varieties hearing aids that enable hearing impaired children to utilize their residual hearing efficiently for speech and language learning. Recently two types of hearing aids are available according to amplification circuitry, i.e. analog and digital. The present study was aimed at comparing articulation of children using digital hearing aids (DHA) with analog, the non-digital hearing aids (AHA) users. A sample of thirty Children with Hearing Impairment, fifteen DHA users and fifteen AHA users, with age range from 8 to 13 years was selected by purposive sampling technique to participate in the study. Picture Articulation Test with the subjective assessment technique was used to assess the articulation of children from speech sample taken in response to picture stimuli. The results showed that both groups of children with DHA and AHA demonstrated the presence of articulation errors. In children using DHA the intelligibility was significantly better than that of AHA users. Significantly children using AHA presented phonetic and phonological errors, but no significant difference found in articulation among male and female children, children with mono aural and binaural hearing aid fittings, and children with different amplification periods. A detailed analysis of articulation with a larger sample of children using both types of hearing aids with more considerations of external and internal variables is recommended in future to further clarify the issue

Social intelligence (SI) helps the visually impaired adolescents (VIAs) to adjust in social environment by maintaining healthy interpersonal relationship. The purpose of the study was to explore differences in SI of VIAs and varying demographic factors. For this purpose, sample of 385 VIAs (204 males, 181 females) of age range 11 to 19 years, was taken from two divisions of Punjab, that is, Rawalpindi and Lahore, Pakistan. Translated Urdu version of Tromso Social Intelligence Scale (TSIS) containing 21 items was used to get responses on Likert-type scale from 1 ( describes me extremely poorly) to 7 ( describes me extremely well). The tool was found to be reliable for the given population as alpha reliability of Urdu-translated TSIS was 0.91 and test–retest reliability was 0.748. Mean, frequencies, and percentages were used to summarize the results. Multiple comparison analysis was computed to assess significant differences regarding gender, socioeconomic status (SES), education, and SI of VIAs. Results revealed that there was no significant difference in SI among VIAs across gender. In addition, significant difference was indicated in SI among VIAs belonging to different SES. VIAs belonging to high SES revealed to have high level of SI. Furthermore, there was significant difference in parents’ education and SI of VIAs. It was recommended that social intervention training programs might help to create awareness and development of skills and capabilities related to SI.