Challenges for Education of Children With Disabilities in Pakistan

Abstract

Considering the needs of children with diverse needs, current legislation emphasizes the allocation of a special budget to address the needs of children with disabilities in Pakistan. However, Pakistan is one of the countries that is not investing a reasonable budget to accommodate the needs of children with disabilities like many other developing and developed countries. This column reports on three current issues in relation to children with disabilities in Pakistan: (a) education for children with disabilities, (b) challenges to inclusion of children with disabilities, and (c) current education status of children with disabilities. Suggestions for future directions are also discussed.

The Effectiveness of the (Jigsaw II) Strategy in Cooperative Learning in Developing Thinking Skills and Cognitive Assessment Competencies among Female Students Specializing in Child Education

“…There is an unequivocal consensus acknowledging the exceptional status accorded to educational specializations, with Child Education specialization being particularly prominent (Shaukat, 2023;Rao, Umayahara, Yang, & Ranganathan, 2021). This distinction is attributed to their consequential role in optimizing the exploitation of children's inherent intellectual capabilities and potentials right from the initial life stages (Shaukat, 2023).…”

“…There is an unequivocal consensus acknowledging the exceptional status accorded to educational specializations, with Child Education specialization being particularly prominent (Shaukat, 2023;Rao, Umayahara, Yang, & Ranganathan, 2021). This distinction is attributed to their consequential role in optimizing the exploitation of children's inherent intellectual capabilities and potentials right from the initial life stages (Shaukat, 2023). This optimization is actualized through the systematic incorporation of cutting-edge methodologies, innovative strategies, and a spectrum of diverse activities into the foundational programs of kindergartens (Shaukat, 2023).…”

“…This distinction is attributed to their consequential role in optimizing the exploitation of children's inherent intellectual capabilities and potentials right from the initial life stages (Shaukat, 2023). This optimization is actualized through the systematic incorporation of cutting-edge methodologies, innovative strategies, and a spectrum of diverse activities into the foundational programs of kindergartens (Shaukat, 2023). Furthermore, the specialization in Child Education inherently embraces a myriad of human dimensions, considering its primary focus is centralized around addressing the holistic needs of the child-encompassing cognitive, psychological, motor, and health-related aspects-as these are unequivocally recognized as not only the quintessential targets of developmental endeavors but also as pivotal to any developmental blueprint within any societal construct (Rao, Umayahara, Yang, & Ranganathan, 2021).…”

Inclusive Education Can Bring Change: The Impact of Factors Influencing Teachers' Attitudes towards Inclusive Education in Private and Public Secondary Schools of Karachi

“…While teaching students with impairments, teachers must overcome obstacles that are far more challenging, and their attitudes and concerns are even more crucial. Most frequently because they are unprepared and frightened about working with them in regular classrooms, many mainstream educators exhibit hostility, impatience, and a negative attitude toward kids with disabilities (Shaukat, 2022).…”

Promoting Inclusion in Education: Teachers’ Attitude and Self-efficacy towards Differently Abled Children in Mainstream Schools

“…Pakistan recognizes and supports the integration of children with disabilities into mainstream schools and conventional classes, as indicated by the research backdrop. Nevertheless, there is a notable inadequacy in terms of strategic planning and readiness (Shaukat, 2023). Based on the observations by Kazmi, Kamran, and Siddiqui (2023), the hesitancy exhibited by educators in embracing inclusive approaches can be attributed to their constrained knowledge, competencies, attitudes, and financial constraints.…”