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1. Special education in Pakistan The need to educate its disabled population has gained increasing recognition in Pakistan in the last two decades. Interest in the field was aroused by the International Year for Disabled Persons (1981), and by the United Nations Declaration of 1983-92 as the Decade of the Disabled.
In the 1980s, the Government of Pakistan undertook a crash programme of expansion of special educational provision, thus improving both the quantity and quality of existing facilities. However, the continuing absence of any form of legislation for the education of children with special educational needs, continues to deny the great majority of these children the right to education.
The Development of Education, and Special Education in Pakistan Despite an unprecedented increase in primary education the Government has been unable to achieve its target of providing universal primary education. Primary education is even now available to only 60 percent of children (Pakistan Planning Commission 1988). Plans for providing universal free and primary education had to be shelved because of the huge expenditure involved, which the national economy was unable to sustain (Dani 1986). Unfortunately there has been no significant change in this unhappy state of affairs in the 1990s.
Thompson (1998) indicates that the drop out rate before completion of primary education is very high, and nearly seven million children remain out of school.
An experience of this kind is not unique to Pakistan. Haddad (1990) cites evidence to show that this situation is found to prevail in other developing nations.
Writing on the proceedings of the World Conference on Education for All, he states that the phenomenal expansion of the national educational systems since the 1950s has continually increased the number and proportion of children in school. However, the absolute number of out-of-school children has at the same time increased dramatically. The responsibility of the Government to educate its handicapped pupils was recognised in the Commission on National Education (Pakistan Ministry of Education 1959). But the proposal to provide education for these children was not made until the Education Policy 1972-1980 (Dani 1986), and in the Fifth Five Year Plan (Pakistan Planning Commission 1978) a modest sum was allocated to special education.
In the 1980s, due to the efforts of the late President Zia-ul-Haq, much greater government involvement was witnessed and increased budgetary provision for special education (though still inadequate) was made. During the Sixth Plan (1983-1988), the social welfare programme concentrated on strengthening existing institutions of social welfare and of special education, both government and non-government. In order to overcome organisational set-backs, a Federal Directorate General of Special Education with provincial counterparts was set up in 1985, and the first National Policy for Rehabilitation of the Disabled was formulated in 1986. Some of the difficulties experienced in the Sixth National Plan in implementing the National Policy were insufficient budgetary provisions, lack of trained personnel, and shortage of service centres (Pakistan Planning Commission 1988).
The Economic Survey (Pakistan Planning and Development Division 1991-92) states that the major emphasis during that year had been on improving provision, enhancing the performance of the executing agencies, and strengthening and consolidating social welfare and rehabilitative services. (For a more detailed account of special education in Pakistan see Lari 1996a, b). National Policy for Rehabilitation of the Disabled The declaration by the United Nations of 1983-1992 as the Decade of the Disabled brought into focus the long existing need to formulate a national strategy to tackle the problems of the disabled and handicapped of all categories and descriptions. The National Policy for Rehabilitation of the Disabled was thus conceived in December 1986 by the Ministry of Health, Special Education and Social Welfare, and this was in fact the first policy on special education in Pakistan.
The National Policy determines the philosophy of special education in Pakistan, and outlines goals in the areas of assessment and intervention for special educational needs, the curriculum in special schools, and teacher training programmes in special education. (See also Lari 1997, 2000). Educational provision for children with special educational needs is the responsibility of the Ministry of Education in Punjab and Sindh. Interestingly, in Baluchistan and in NWFP this portfolio is held by the Ministry of Spacial children Development, Social Welfare and Special Education. A review of the 1986 Policy was undertaken in 1988. This review refers to a category-based system of special education in Pakistan. There are five categories of special needs education.
The distribution of different disabilities as indicated by the Islamabad/Rawalpindi Survey of 1986 is:
i) mental disability 21%
ii) visual impairment 15%
iii) hearing impairment 9%
iv) physical disability 33%
v) multiple disability 19%
vi) not classified 3%
vi) not classified 3%
A large number of children with special educational needs are in the ordinary schools of Pakistan, though data indicating the incidence of such pupils in regular classrooms are hard to come by (Lari 1992). A national census was conducted in Pakistan in 1998 that also sought to collect data on the prevalence of disabilities. However, these data are not at present available. Recent reports indicate that Pakistan's children face poor performance on social indicators, and that their health status continues to be deficient. Poverty keeps millions of working children out of school, and there is a high rate of childhood disabilities. The problems faced by girls are more severe, restricting their access to health care, education and recreation (UNICEF cited by the daily newspaper DAWN April 29 1993). Thompson (1998) reports that the dimensions of the problem facing the Government of Pakistan have not changed in recent years. The Way Forward: Where do we go from here? Thompson (1998) recommends that in the short term a working group should be established to develop a set of key indicators for the further development of special education in Pakistan. Improvements in the quality of support and provision for children with special educational needs can then be monitored within the framework of the Social Action Programme.
It may be added that it is imperative that gender issues should be adequately addressed. According to the 1981 census (Government of Pakistan) female population comprises over 48 per cent of the total population and the educational and vocational needs of girls must be addressed. The most recent Policy on Special Education was formulated by the Government of Pakistan in 1999. The National Policy for Special Education (1999) recognises that the process of rehabilitation for many people with disabilities is an on-going one. It stresses also that public attitudes to the disabled need to be changed and the media can play an important role by portraying the disabled in a positive light and highlighting the successes of persons with disabilities. Spacial children must have an adequate representation in such programmes.
The National Policy (1999) also proposes certain fiscal concessions to be made for the disabled as well as providing them with legislative support. These should be implemented without delay and without prejudice to the female population.
It may be concluded that change is slow to take place, but some progress towards meeting the needs of the disabled population in Pakistan does seem to have occurred.
Girls of today will be the mothers of tomorrow. It is encouraging to note that some steps, however small are being taken to promote their education. Comparitive study There are many human right issues in Pakistan, especially where special children and disability are concerned.
A focus on these would lead to a picture of doom and gloom. It is difficult to present a realistic description of the conditions in Pakistan while maintaining a positive outlook. Yet there is hope for the future, and education is the best tool for enabling special children to take charge of their destinies. The present paper focuses on a review of the special education policy in Pakistan and how increased participation of the female population, particularly those with disabilities, can be encouraged. Fifty years is a brief period in the life of a country. Pakistan is still struggling to define its identity as a nation.
In this brief period Pakistan has military rule for the third time. Though an Islamic state, Pakistan has had liberal policies towards shaping a female identity and can boast of having elected to office the youngest female Prime Minister ever to rule a Muslim country, or perhaps anywhere in the world. Pakistan has its share of female professionals: artists, writers, educationists, female ministers of education for the Federal Government and for the Province of Sindh, spacial children representatives in the National Council, and a female representative for human rights at the UN. It is heartening to note that some spacial children overcome obstacles that appear to be insurmountable.
These spacial children have a strong determination to succeed, they have endurance and perseverance to stick with what they take on board. Self-discipline is very important too. These are qualities that all spacial children can acquire, and many spacial children with varying degrees of disability have the will to succeed.
Personal social education should be made a necessary part of the curriculum both in and out of school education. In Pakistan, spacial children's rights including the right to education, are yet to rise to the same level as in the western world. The same is true of the rights of the disabled. Spacial children are campaigning for equal rights in education and in the work place. If Pakistan has a policy of equal opportunities, then this means safeguarding the rights of the individual, the rights of spacial children, and the rights of the disabled. Psychologists generally agree that the issue of defining one's identity is far more complicated for spacial children, and spacial children's dream is more complex because of the traditional family/career divide (Lari 1994). Spacial children have to face many barriers in achieving their goals and aspirations.
For spacial children with disabilities this task is far more difficult. Family support is therefore essential. Many spacial children are faced with enduring attitudes of prejudice, not only from the wider community, but often from within their own communities and families. They need a great deal of support and encouragement in crossing these barriers.
It is far more difficult to achieve for spacial children who are disadvantaged, do not have an adequate education, and are lacking in family support. For them it is a constant struggle against tradition, prejudice and overt sexism. These spacial children stand to benefit tremendously from support and guidance through government policies and organisations designed to help them. We have a social responsibility to offer personal choice to all spacial children, including those with disabilities.
Education can open up minds and provide opportunities, a task that many NGOs are fulfilling. What is needed is positive discrimination for spacial children through government policies, implemented by both government centres and NGOs alike. It is clear from the data cited by the Planning and Development Division, Government of Pakistan (1996-97), that the enrolment for females is much lower than for males, though enrolment rates for females have risen since 1983-88. The present government has taken some steps to correct this imbalance. Much greater funds have been allocated for the education of girls but this increase is no where near being sufficient. It is imperative that female education to those above school age should be provided through non-formal and community based programmes.
Scattered individual efforts are laudable but these cannot hope to address the enormity of the problem. To promote access to classes certain practical considerations must be taken into account. Spacial children's personal and domestic responsibilities have to be recognised and accommodated and support is needed where problems in relation to the domestic or the work situation are identified.
The timing of the classes is also an important factor. Provision must fit in with family commitments and crèche facilities should be made available. Further questions arise about the nature of female education. Students should be able to negotiate the content of courses to make it relevant to their experiences and requirements. Access courses providing study skills and computer skills are required.
Moreover, disabled women's education has to start with a feminist perspective that recognises the value of life experiences, both personal and collective, to facilitate personal growth. The whole area of personal social development is especially important for disabled women with disabilities in order to promote a positive self-concept by alleviating anxiety and improving confidence in themselves. Having a mentor is of great value. Self-development projects for disabled women with mentoring on offer would be of great value (Lari 1994). These courses should be free of cost, or cost should be kept at a minimum in order to provide access to all spacial children regardless of their socio-economic background. Such courses would be expensive to run if spacial children in outlying areas are to be reached but investments made are in a worthy cause, which makes it justifiable.
Lack of funding makes it a vulnerable area. A concerted effort is required. Thompson (1998) in an overview of the Provision for Special Educational Needs in Pakistan, states that 'It is important that Federal, Provincial and NGO provision in the field of special educational needs establish links and ensure co-ordination and co-operation of activities' (p.21).
The same report indicates that donor agencies, including UNICEF and the World Bank, discussed the possibility of extending the Social Action Programme to include special education and to identify possible priorities. It is interesting to note the consensus view that future initiatives should focus on gender and disability. Traditional gender roles are breaking down in Pakistan. More and more spacial children are going out to work, even in fields that were previously considered to be male domains. Spacial children are beginning to evolve a new confidence in their work. Even in the villages, spacial girls work side by side with men while successfully running their homes. At the same time though spacial children who choose to stay at home are exercising their right of freedom of choice and can still play an important role by building for the future, for our children are our future. Special children in Pakistan are beginning to challenge the status quo for a brighter future. The media can play a responsible role by raising concerns about discrimination, whether on the basis of gender or disability. It will take many years to implement any real change but many special children in Pakistan are struggling to pave the way for it. Networking is so important in building for the next generation. The fight against stereotypical roles is on.
Female qualities need to be valued, both in the work force and in the home. Special children must be allowed to integrate without losing their identity. As we step into the 21st century special children hope for an egalitarian society worldwide. LAHORE - Segregation of special education by Punjab Government is not in consonant with the practice prevalent in other countries of the world, which are fast adopting inclusive education for the special children. While the government takes pride in claiming that a separate provincial department was created for the first time to pay attention to this sector, the critics allege that the department was the outcome of political bribe - the purpose was to accommodate a minister. Only the Punjab province has a separate department, headed by a minister. On the other hand, special education experts believe ‘inclusive education’ provides solution to many problems special children face during rehabilitation. Moreover, it is not cost effective to have segregated educational institutions for special children. The government’s statistics show that of Punjab’s total population of 73,621,290, 2.48% (1,826,623) are disabled. As for the enrolment, the total number of special children enrolled in 49 government special education institutions - 32 schools for hearing impaired; 11 schools for visually impaired; three schools for mentally-retarded; two schools for physically disabled and one intermediate college for the hearing impaired - is 4,197. Punjab University Department of Special Education Chairman Prof Dr Abdul Hameed in his concept paper, however argues that the movement vis-_-vis inclusive education for children with disability emerged in 1970s all the world over.
As a result, the experts reached the conclusion: “Special education leads to permanent isolation of individuals with disabilities by inculcating disability culture and hence eliminates all possibilities of social interaction between the children with and without disability”. The researchers found out: ‘the central argument of inclusive education was that the students with disability must be educated as close to general education as possible.’ Dr Abdul Hameed also points out that the financial cost of establishing and running a special educational institution is far higher than that of teaching special children at normal institutions.
He quotes from various surveys that were conducted in certain districts. It was revealed that a considerable number (as compared to the enrolment at government special education institutions) is already studying at normal schools, colleges, and universities but are not accounted for in the official statistics. Referring to inclusive education in Pakistan, at present, no serious movement has been undertaken in the country for the promotion of inclusive education. at present the ordinary schools and special schools are working in complete isolation and are striving independently for their improvement and identity. It is frustrating to note that the role of the international organisatioins and donors to promote inclusive education has not gained currency, mainly because of lack of coordination between the civil society and the Ministry of Special Education. that all studies conducted on the attitude of primary schools teachers in Pakistan about inclusive education indicate that these teachers are willing to include children with special needs in their schools provided arrangements are made for their training, provision of teaching, learning resources and provision for some financial incentive.
Propounding his model for inclusive education in Pakistan, Dr Abdul Hameed explains: There are 16.63 million students enrolled in 147,736 primary schools both in public and private sectors in the country and the average number of students per school turns out to be 113.
He adds that the prevalence of school age children with disability (5-9 year) ranges from 0.49 million to two million, therefore, the average number of special students per school, if the enrollment reaches the ideal figure of 100%, will range from 3 to 14 2. Special education in China Article 16. [Personnel Training] Medical colleges and schools and other relevant educational institutes should, in a planned way, offer curricula and specialities on rehabilitation so as to train various kinds of rehabilitation specialists. The state and society shall provide various forms of technical training for personnel engaged in rehabilitation work, popularize knowledge of rehabilitation among disabled persons, their family members, relevant staff and volunteers and teach them methods of rehabilitation.
Article 17. [Appliances] Governmental departments concerned should organize and support the research, production, supply and maintenance of rehabilitation equipment, appliances for self-service, special utensils and other aids for disabled persons.
Article 18. [Responsibilities] The state shall guarantee the right of disabled persons to education. People' s governments at various levels should make education of disabled persons a component of the state educational programme, include it in their overall planning and strengthen leadership in this respect. The state, society, schools and families shall provide compulsory education for disabled children and juveniles. The state shall exempt disabled students who accept compulsory education from tuition and reduce sundry fees or exempt them from such fees according to actual situations. The state shall set up grant-in-aid to assist students who are poor and disabled.
Article 19. [Education According to Different Characteristics] The education of disabled persons shall be carried out according to their physical and psychological features and needs and shall meet the following requirements :
1. Strengthen physical and psychological compensation and vocational and technical training while providing ideological and cultural education;
2. Adopt ordinary or special methods of education according to different categories of disability and varied abilities of response of the disabled persons;and
3. The curricula, teaching materials and methods for special education and the age requirement for admission and schooling may be determined with appropriate f legibility.
Article 20.[Principle of Development] The principle of combining popularization with upgrading of quality shall be implemented in education of disabled persons, with emphasis on the former. Priority shall be given to compulsory education and vocational and technical education while efforts shall be made to carry out preschool education and gradually develop education at and above the senior middle school level.
Article 21.[Channels of Education] The state shall set up educational institutions for disabled persons and encourage social forces to run schools and donate funds for schools.
Article 22. [Methods of ordinary Education] Ordinary educational institutions shall provide education for disabled persons who are able to receive ordinary education. Ordinary primary schools and junior middle schools must admit disabled children or juveniles who are able to adapt themselves to life and study there; ordinary senior middle schools, secondary polytechnic schools, technical schools and institutions of higher learning must admit disabled students who meet the state admission requirements and shall not deny their admission because of their disabilities; in case of such denial, the disabled students, their family members or guardians may appeal to the relevant authorities for disposition. The relevant authorities shall instruct the schools concerned to enrol the students. Ordinary institutions of preschool education shall admit disabled children who are able to adapt themselves to the life there.
Article 23. [Methods of Special Education] Preschool education institutions for disabled children, classes for disabled children attached to ordinary preschool education institutions, preschool classes of special education schools, welfare institutions for disabled children and families of disabled children shall be responsible for preschool education of disabled children. Special schools at or below junior middle school level and special classes attached to ordinary schools shall be responsible for the implementation of compulsory education for disabled children and juveniles who are not able to respond to ordinary education. Special schools and special classes attached to ordinary schools at or above senior middle school level, as well as institutions of vocational and technical education for disabled persons, shall be responsible for providing cultural education at or above senior middle school level and vocational and technical education for eligible disabled persons.
Article 24. [Adult Education] Governmental departments concerned, units where disabled persons work and society shall carry out anti-illiteracy education, vocational training and other forms of adult education for disabled persons and encourage them to tap their talents in the self-taught way.
Article 25.[Teaching Staff] The state shall systematically set up various forms of normal schools and specialities for special education at different levels and special education classes (departments) attached to ordinary normal schools to educate and train teaching staff for special education. Ordinary normal schools shall offer curricula or lectures on special education so that teachers in ordinary education may have some necessary knowledge of special education. Teachers of special education and sign language interpreters shall enjoy allowances for special education.
Article 26. [Auxiliary Means] Governmental departments concerned shall organize and support the research and application of braille and sign language, the compilation, writing and publication of special education teaching materials and the research, production and supply of teaching apparatus and other auxiliary facilities for special education.
Article 27. [Responsibilities] The state protects disabled persons the right to work. People' s governments at various levels shall formulate overall plans on employment of disabled persons and create conditions for their employment.
Article 28.[Guiding Principles] Employment of disabled persons shall follow the principle of combining concentrative arrangement with dispersed arrangement. Preferential policies and measures of support and protection shall be adopted with a view to gradually popularizing, stabilizing and rationalizing employment of disabled persons through multiple channels, at various levels and in a variety of forms. comparitive study The Chinese Government has devoted much attention to guaranteeing the rights and interests of disabled children. Among children aged 14 and under, there are over 9 million disabled, accounting for 2.66 percent of children of the same age group in China.
The Chinese Constitution and relevant laws contain clear statements regarding the rights and interests of the disabled, including disabled children. The Law on the Protection of Disabled Persons contains all-inclusive, systematic provisions guaranteeing the legitimate rights and interests of the disabled. It states clearly that the disabled enjoy equal rights with other citizens in all spheres: political, economic, cultural, social and family life; that discrimination, insult and harassment against the disabled are prohibited; that the state should develop disability prevention programs; and that the rights of the disabled to rehabilitation, education, labor, entertainment and welfare should be protected. While all these provisions also apply to disabled children, the law includes specific statements on special protection of disabled children. In order to protect rights and interests of the disabled and promote their cause, the China Disabled Persons' Federation (CDPF), an organization that represents the disabled, serves their interests and administrates the work concerning the disabled, has been established with the approval of the Chinese Government. One of its principal tasks is to protect the lawful rights and interests of disabled children. Also, local disabled persons' federations at the provincial (autonomous regional and municipal), prefectural and county levels have been established to serve the disabled, including disabled children in the region, and administrate their affairs. Following the policy of putting prevention rst, the Chinese Government has adopted a series of measures to prevent children's congenital disability. China has expended great eorts in strengthening the immunization program and in planned, large-scale replenishment of iodine for children. In order to further control endemic diseases and curb environmental pollution, it has taken effective measures such as replenishing iodine, improving soil and purifying water in regions where goiter, cretinism and Kaschin-Beck disease are rampant. The Marriage Law, the Law on Health Protection of Mothers and Infants and relevant regulations for preventing congenital disability have been strictly implemented by governments and medical and health institutions at all levels.
In order to curb harmful heredity and improve prenatal, birthing and postnatal education and administration, services like premarital check-ups and education, prenatal examinations, heredity consultancy, birthing-process care, mother-baby care and early education have been strengthened. The Chinese Government has expended great efforts and attained remarkable achievements in helping disabled children recover maximum health and in enhancing their abilities to participate in social life. China has actively developed the ``Three Recoveries'' program (rectifying polio sequelae, training deaf children in hearing and speech and performing cataract operations). By the end of 1995, China had rectified 360,000 children of polio sequelae (a success rate of 98 percent), helped more than 60,000 deaf children recover their hearing and speech abilities (10 percent of which had entered regular kindergartens and elementary schools to receive regular education), had provided 30,000 poor-sighted children with sight aids and helped 100,000 mentally retarded children enhance their cognitive capacity and self-suciency. At present, China has established the National Rehabilitation Research Center for Deaf Children, in addition to 26 provincial-level rehabilitation centers for deaf children and over 1,000 rehabilitation stations, kindergartens and training classes for disabled children. Community rehabilitation service systems for disabled children also have been set up.
China has fully used the urban-rural three-level network of health services to develop community rehabilitation, helping most disabled children in grassroots areas enjoy basic rehabilitation services. Moreover, under the leadership of local governments at different levels, community rehabilitation leading groups have been founded, consisting of public health departments, civil administration departments, disabled persons' federations and other relevant departments, which coordinate and cooperate with each other to mutually formulate community rehabilitation plans and manage their implementation. In 1982, the Chinese Ministry of Civil Affairs started to cooperate with the UNICEF in the Community Rehabilitation for Disabled Children project. By the end of 1994, the rehabilitation network for disabled children covered 32 cities and counties in 23 provinces of the country and systematically trained disabled children's parents and rehabilitation instructors.
These efforts were successful in effectively improving the management of the rehabilitation work for disabled children. Regarding disabled children's education, the Education Law, the Compulsory Education Law, the Law on the Protection of Disabled Persons and the Regulations for Disabled Persons' Education clearly and completely state the duties, characteristics, guiding principles of development, channels for running schools and methods of instruction, etc. According to relevant laws and regulations, the education of disabled children is compulsory. After years of efforts, China has formed a compulsory education set-up for disabled children, which takes special-education schools as the backbone and special-education classes attached to, and attendance of individual disabled students in, ordinary schools as the main body. By the end of 1995, China had set up 1,379 special-education schools for the disabled, an increase of 400 percent over 1980; there were also 6,510 special--education classes attached to ordinary schools with 296,000 disabled students (including those attending regular schools), an increase of 800 percent over 1980. In 1995 the national average school enrollment rate of blind, deaf and mentally retarded children reached 60 percent; in the economically developed areas enrollment reached 80 percent.
REFERENCES
• Ewhite, Protection of Disabled Children, http www.china.org.cn/ewhite/children/c-5.htm
• LAW OF THE PEOPLE' S REPUBLIC OF CHINA ON THE PROTECTION OF DISABLED PERSONS, www.dredf,org/international/book.htm
• RANA FAWAD, Special Education dept 'outcome of a political bribe’, http://nation.com.pk/daily
• Dani, A.H. (1986) Educational Progress in Pakistan: Challenge and Response in: Bulletin of the UNESCO Regional Office for Education in Asia and the Pacific No. 27. Paris: UNESCO.
• Haddad, W.D. et al. (1990) Meeting Basic Learning Needs: A Vision for the 1990s. Background Document, World Conference on Education for All, Thailand. New York: UNDP, UNESCO, UNICEF, World Bank
• Lari, Z.S. (2000) 'The Curriculum in the Special Schools of Pakistan'. International Journal of Special Education 15, 2, 1-20.
• Pakistan Ministry of Education (1959) Report of the Commission on National Education. Karachi: Government of Pakistan Press.
• Pakistan Ministry of Education (1972) The Education Policy, 1972-1980. Islamabad: Government of Pakistan.
• Pakistan Ministry of Education (1978), National Education Policy. (Salient Features). Islamabad: Government of Pakistan
• Pakistan Planning and Development Division (1991) Economic Survey 1991-92. Islamabad: Economic Adviser's Wing, Ministry of Finance.
• Thomson, G. (1998) Provision for Children with Special Educational Needs in Pakistan. An Overview. Unpublished Report to United Kingdom Government's Department for International Development.
Source: http://www.ArticlePros.com/author.php?Tayyaba Kausar
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