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