Course: Perspectives of Special Education (672) Semester: Spring, 2020 Level: MA-Med Assignment No. 1

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Course: Perspectives of Special Education (672)

Semester: Spring, 2020 Level: MA-Med
ASSIGNMENT NO. 1
Q.lWhat are the different types of exceptionalities? Write on the
characteristics of each of the type. (20)
EXCEPTIONALITY DEFINED
Exceptionality is defined as any condition or situation that may

significantly interfere with a child's ability to learn in school. This could be
a physical or mental condition or a social condition such as having a single
parent. At some time or other, practically all school teachers will have
exceptional children in their classrooms.
Cruickshank (1974) defines an exceptional child as "a child who

deviates intellectually, physically, socially, or emotionally so much
from what is considered to be normal growth and development
that he cannot receive maximum benefits from regular school
programme and requires a special class supplementary
instruction and services." or
Hewett and Forness (1984,, havefgiven a compn exceptional learner: of

F▼
"An exceptional learner is anyndividual wi , because

uniqueness in sensory, physical, neurological, temperamental of
intellectual capacity and/or in the nature and range of previous or
experience, requires an adaptation of the regular school
programme in order to maximize his or her functioning level."
Kirk, Gallagher, Anastasiow and Coleman (2006): "Exceptional child is a

child who differs from the average or normal child in (i) mental
characteristics, (ii) sensory abilities, (Hi) communication abilities,
(iv) behavior and emotional development, or (v) physical
characteristics. These differences must occur to such an extent
that child requires either a modification of school practices or
special educational services to develop his or her unique
capabilities".
TYPES OF EXCEPTIONALITIES—-The categories of exceptionality are:

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•Communication including Autism, Deaf and Hard of Hearing, Language

Impairment and Learning Disability •Intellectual including Giftedness, Mild
Intellectual Disability and Developmental Disability
■Physical including Physical Disability and Blind and Low Vision

■Multiple including Multiple Exceptionalities
Some of the exceptionalities are described below:
Autism
Your child's doctor will usually diagnose this before he turns three years
old.
k
Your child develops more slowly. He walks, talks, potty trains, or feeds
himself later than other children.
Your child might have troubles eating or sleeping. He might be sensitive to

lights, sounds, tastes or smells.
He might appear to not hear you. He might stare off into space. He might
be fascinated by things that move, like fans or wheels.
A
He might have trouble playingiwith other children. He understanding or
relating to other people Blindness
i visual impairment.
Deaf
Your child's doctor will diagnose both a hearing a
Your child does not have to be totally deaf and blind. impairment in the
For more signs, read hearing impairment and visual
Deafness chart. /JLIT /JL# Impairment her
Your child has tro speech is still
Hearing
he does not talk or
hard to understand after she turns two years old.
She might be sensitive to very loud sounds. She might not hear soft
sounds. Her voice might get louder when she talks.
She might turn up the TV or radio to hear it.
She might point, pull, or touch instead of talk. She might get upset or
nervous in very loud places.
or
Emotional Disturbance
Your child has trouble controlling his emotions.
He might be aggressive. He might act out, fight, or hurt himself. He might

get in trouble a lot at home and school.
He might be hyper. He might have a short attention span. He might act

without thinking.
He might have trouble making friends. He might be afraid or nervous

around other people.
He might act immature. He might cry a lot or throw temper tantrums.
He might appear unhappy or depressed most of the time. He might get

headaches or tummy aches when he is really upset.
Mental Retardation
Your child has a low IQ, generally below 70.
Your child's doctor will often diagnose this at a
Your child cannot learn as fast or as much as other children her age.
She might walk, talk, dress, or feed herself other children.
Orthopedic
Your child has trouble using (or is missin or feet.
Your child might need a wheelchai school
Other
Your child has medical problems th regular Impairment e it hard to
classroom participate in
activities
edical problem.
Your child's doctor must
Examples include asthma, attention deficit disorder (ADD) or attention
deficit/ hyperactivity disorder (AD/HD), diabetes, epilepsy, a heart
condition, hemophilia, ■ lead poisoning, leukemia, nephritis, rheumatic
fever, sickle cell anemia etc.
Specific Learning Disability

Your child has an average or high IQ, but still does not do well in school.
She might have problems in reading, writing, or math. She might have
problems listening, talking, or thinking.
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She might do very well or learn quickly in some subjects, but do very
poorly in others.
She might have trouble writing down what she is thinking. She might
make mistakes when she reads out loud.
She might have trouble following directions. She might have trouble
figuring out how to start a task.
Speech Impairment
Your child has trouble speaking or is hard for others to understand.
He might not say all his letters correctly. He might mix up sounds. He
might have a hard time getting out the word he is trying to say.
Traumatic Brain Injury

Your child's brain has been hurt in an accident or other injury.
She might have trouble speaking, hearing, seeing, or thinking.
She might have problems rememberings She might not be able to

concentrate. She might have a short attention span.
She might get tired easily^She might have bad mood swings.
Visual mpairment
Your child has trouble seeing,ven with glasses
He might squint while reading, watchinc^TV, playing^zomputer games, or
playing video games might get headaches while doing these activities.
Ily blind.
Multiple Disabilities
Your child has re than one of the problems already listed in the chart.
She might have physical problems. She might have a hard time moving
around the schooi^k ; z
She probably has trouble communica with others.
She probably has behavior problems.
She might forget skills that she does not use a lot. She might have to
relearn things she has already been taught.
Q.2 Describe the reasons of spread of the need of special

education all over the world. What steps have so far been taken to
promote Special Education in Pakistan? (20)
SPECIAL NEEDS EDUCATION
Special Needs Education is education for students with disabilities, in consideration

of their individual educational needs, which aims at full development of their
capabilities and at their independence and social participation. Special Needs
Education is carried out in various forms, including in resource rooms, in special
classes (both are in regular schools), and in special schools named "Schools for
Special Needs Education".
Special Needs Education is provided also in regular schools. Special classes are
small classes for children with comparatively mild disabilities that may be
established in regular elementary and lower secondary schools. It may also be
established as a branch class in a hospital for sick children.
There is another program of resource rooms (in

dominant needs (SEN) across
regular elementary and secondary schools)
the in the Salamanca
where children with disabilities who are enrolled
Statement
in and studying most of the time in regular
classes may visit few times a week to receive
special instruction. The disabilities covered in
of Persons with Disabilities. The
this program are speech impairment, autisnf,
promote fields of
inclusive practices for
emotional disturbance, low vision, and hard-
social policy, including
of-hearing, Learning Disabilities (LD),
Attention- Deficit/Hyperactivity Disorder
(ADHD) and others.
Special education needs—globalization
Over the past 30 years, inclusive educ discourse in the field of special educe
developed and developing world, reflect and Framework for Action on Special
Educational Needs (UNESCO, 1994), the Dakar Framework for Action: Education
for All (UNESCO, 2000) and the 2006 UN Convention on the^lght^ Convent!^
includes a commitment to disabled adults and children across all education,
training and e
More than 300 participants representing 92 governments and 25
international organizations met in Salamanca, Spain,
from 7 to 10 June in 1994 to further the objectives of "Education for All" by
considering the fundamental policy shift required to promote the approach of
'Inclusive Education', mainly to enable schools to serve all children, particularly
those with special educational needs. The Conference adopted the Salamanca
Statement on Principles, Policy and Practice in Special Needs Education and a
Framework for Action.
The Salamanca Conference marked a new point for millions of children who had
long been deprived of education. It provided a unique opportunity to place special
education within the wider framework of the "Education for All" (EFA) movement.
The goal is nothing less than the inclusion of the world's children in schools and the
reform of the school system. This has led to the concept of "Inclusive School". The
challenge confronting the concept of "Inclusive School" is that of developing a
childcentered pedagogy capable of successfully educating all children, including
those who have serious disadvantages and disabilities.
To provide quality basic education to all children is now a globally accepted reality.
In developing countries, the focus is on access and participation with a reasonable
level of achievement, while developed countries are concentrating on enhancing
standards of achievement. A second trend is also discernible. School systems in
developed countries have historically operated a parallel system of ordinary and
special schools and now they are moving from "mainstreaming" and "integration"
towards the development of "Inclusive Schools" (Ainscow, 1993). For school
system in developing countries, inclusive schooling is not an alternative choice but
inevitability. The goal for both is to organize effective schools for all children,
including those with special needs. Planning and implementing this qualitative
change to the system is a challenging task (Jangira,T995).
Although the goal of organizing effective sc countries, the magnitude and nature of
the whether it is a developed or developing coun
PROMOTION OF SPECIAL EDUCATION IN PAKISTAN
The Government of Pakistan recognizes its responsibility to educate the

handicapped pupils first time in the report of Commission on National Education,
1959. But the proposal to provide education for these children was not made until
the Education Policy 1972-1980, and in the Fifth Five Year Plan (Pakistan Planning
Commission, 1978), a modest sum was allocated to special education. In 1980s,
much greater government involvement was witnessed and increased budgetary
provision for special education, though still insufficient, was made. During the
Sixth Five Year Plan (1983-1988), the Social welfare programme concentrated on
strengthening existing institutions of social welfare and special education. In order
to overcome organizational setbacks, the Federal Directorate General of Special
Education with provincial counterparts was set up in 1985.
Today a considerable number of special education institutions are functioning

under the control of the provincial governments for the children having different
disabilities. Recently, the special education
institutions run by the federal government are devolved to the respective

provincial governments in the consequences of the implementation of 18th
amendment in the Constitution of the Islamic Republic of Pakistan.
The Parliament of Pakistan added Article 25A to the Constitution of Pakistan eight
years ago which promises "free and compulsory education" to all children between
five and sixteen years of age. Since then, provincial governments have focused on
enrollment to get more children into schools.
Yet, 15 to 20 percent of all children remain out of school. It is very likely that large
number among these children is with disability— it is reasonable that these
children cannot access the typical enrollment drive incentives. These circumstances
are a compelling argument in favor of more emphasis on inclusive education. Most
of the inclusive education programs in Pakistan are still in the preliminary stage;
however, provincial governments are poised to scale them up in the coming years.
Article 23 of United Nations Convention on the Rights of the Child makes the state
responsible in ensuring that all children with mental or physical disability can enjoy
a full and decent life with the assurance of their dignity, self-reliance and active
participation in the community.
The UN Committee on the Rights of the Child reviewing Pakistan's compliance op

the 5th periodic report recommended Pakistan to increase its efforts to reduce
discrimination againft disabled children and encourage their inclusion into society.
Disabilities can be especially challenging for poor, indigenous, minority, refugee

and rural children in Pakistan but the stabilizing power of inclusive quality
education can change that. Getting children into schools is the first step. The
Government must formulate its Education Policy in accordance with the spijart:: of
Article 24 of UNCRPD and Article 25A of the Constitution of Pakistarr The state
must demonstrate its commitment to ensure that all the learners with disabilities
acquire knowledge and skills without any discrimination. It must*cilso be ensured
that all learners with disabilities acquire knowledge and skills needed to promote
sustainable development through education for sustainable lifestyle, human rights,
promotion of peace, non-violence and global citizenship.
Although the achievement in the form of services for the disabled children has
been insignificant as compared to the need and problem of disability in the
country, yet there is some 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 in Pakistan in the perspective of
educational policies and plans.
Q.3 Differentiate between impairment, disability and handicap with

examples. How has the development of science bought positive changes in
the society for people with special needs?
(20)
The words "impairment," "disability," and "handicap," are often used

interchangeably. They have very different meanings, however. The differences in
meaning are important for understanding the effects of neurological injury on
development.
The most commonly cited definitions are those provided by the World Health
Organization (1980) in The International Classification of Impairments, Disabilities,
and Handicaps:
Impairment—any loss or abnormality of psychological, physiological or

anatomical structure or function.
Disability—any restriction or lack (resulting from an impairment) of ability to

perform an activity in the manner or within the range considered normal for a
human being.
Handicap—a disadvantage for a given individual that limits or prevents the

fulfillment of a role that is normal
As traditionally used, impairment refers to a problem with a structure or organ of

the body; disability is a functional limitation with regard to a particular activity;
and handicap refers to a disadvantage in filling a role in life relative to a peer
group.
Explanation:
Physical impairment pertains to a loss of an anatomical structure; for the benefit of

this exercise, let's say the person lost a leg due to an accident. He can wear
prosthetics as a replacement of the lost leg.
Physical disability now refers to the inability to walk. To be able to navigate the
surroundings, the person can use a wheelchair.
Physical handicap now means that this person faces disadvantages that prevent
him or her to perform a normal role in life, such as not being able to climb stairs
anymore. Or run a marathon. Or be a basketball player. Here is where the
environment plays a part. By providing
wheelchair access or lift for the person with physical disability, he or she will have
no problem going up to the next floors of a building. By providing multi-sport
events for athletes with physical disabilities, such as Paralympics, the person will
still able to participate in sports.
Dyslexia is an example of learning impairment, a reading impairment in particular.

Let's say the student has an above-average intelligence as well as good vision and
hearing. Therefore, the impairment is the brain's inability to decode words to be
able to read. The brain cannot correctly associate the sounds with the letter
symbols. The inability to read is now the student's learning disability. It can be
improved by employing specific intervention programmes such as multi-sensory
instruction in teaching reading.
HOW TO HELP A CHILD WITH SPECIAL NEEDS
The child may experience various learning handicaps in school, and he or she may
fail in class. For example, the student may not be able to complete the reading
requirements in class. However, if certain adjustments are provided for the
learner, such as taping lectures and listening to books on audiotapes, then he or
she may fare well, similar to his or her peers. This will decrease the student's
handicap and will not interfere with his or her progress in school.
It is very important to know that we have a vital role in helping individuals with
special needs. By adapting and modifying the environment to be able to assist and
accommodate them, their disability does not have to be a handicap. Remember, a
handicap is a disadvantage, and oftentimes, it is the environment that causes the
disadvantage. When we do our part to meet their needs, they are able to fulfill a
role similar to their peers.
For an individual with a disability to experience life to the fullest, it's not sympathy
that is needed, but the ability to live independently with dignity. Children with
disabilities are among the most stigmatized and excluded group around the world.
These children are likely to have poorer health, lesser education at school and
lesser economic opportunities when they grow up. They are more likely to live in
poverty and deal with greater inequalities than their well-able peers. What can
technology, the revolution that we are so proud of, do to empower these children
and provide a level playing field?
Technology for Special people

Assistive technology (AT) is any item, piece of equipment, software program, or

product system that is used to increase, maintain, or improve the functional
capabilities of persons with disabilities. A person who has difficulty in moving could
use a walking stick, crutch, walking frame, wheelchair or tricycle; a person with
visual impairments could take advantage of eyeglasses, magnifier, magnifying
software or a screen reader on a computer, a white cane, GPS-based navigation
device, read and write with Braille script, etc. all in an attempt to make life better.
While there is no dearth of assistive technologies available in India, they tend to be
expensive and unaffordable to most.
Easing commute between work and home, providing convenience in day- to-day
activities and ensuring safety for people with disabilities can go a long way in
making them independent and more productive.
Specially Able in Science and Technology
It is often perceived that children with disabilities settle down with a career outside
of STEM (Science, Technology, Engineering and Mathematics). "The percentage of
visually impaired taking up careers in commerce or arts are more when compared
to science", as according to a research. Can mainstream careers in STEM be a
really viable option for these children?
"A student with disability who is interested in pursuing a career in STEM should be
able to use his/her hands, to think abstract and have verbal and non-verbal
communication skills.Individuals with disabilities are underrepresented in STEM
today because they lack sufficient preparation, have minimal access to facilities,
programs, and equipment and are often unaccepted by educators, employers and
co-workers".
In order to create a positive environment for learning and working, efforts should
be taken to increase awareness of college educators regarding the potential
contributions and accessibility need of the specially able.
What does a special needs student need to pursue a career of her choice in STEM?
"They must begin to use computing and networking tools at a young age which can
help them to communicate with others. If such students are aided with assistive
technology to overcome their impediment, they can work in areas of their interest.
For example, a good number of visually impaired students have been trained as
network engineers after completing their course in the Cisco Academy for the
Vision Impaired (CAVI), a leading technology school for the blind around the world.
There are numerous examples of scientists who have had a successful and
fulfilling career despite coping with a disability. Today, some of them are
working on exciting projects in a wide range of fields, including those that
create assistive technology.
With full access to learning opportunities and solid academic preparation,

students with disabilities are poised to succeed. But one final piece of the
puzzle is acceptance. Negative attitudes have been identified as the single
greatest barrier faced by individuals with disabilities who are pursuing a career
in STEM fields. Educators, fellow students, employers, and coworkers, who
embrace diversity, often find themselves working with gifted people whose
abilities far outweigh their disabilities. It is important to maintain commitments
to inclusiveness, training, and mentoring that can help ensure that differently
able researchers participate fully and enhance professional capability at all
levels of the workforce.
\i JP
Q.4 Write the salient features of all the National policies on Special
Education for Pakistan.
(\\1.
SPECIAL EDUCATION IN EDUCATIONAL POLICIES OF PAKISTAN
Immediate after creation of Pakistan, a need was felt to organize the education
system according to the requirements of newly born country. The responsibility
of the Government to educate its handicapped pupils was recognized 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). Report of the Commission on
National Education (1959) This Commission on National Education was
appointed by a resolution adopted by the Government of Pakistan on December
30, 1958. It comprised of 10 prominent educationists / experts from various
departments related to education. The President of Pakistan inaugurated the
commission. The commission started its function with the inaugural address on
January 15, 1959 and presented its report to President on August 26, 1959.
The Commission found that government should be responsible for "training of

teachers who will serve the institutions for the handicapped" run by private
philanthropists. The Commission focused the following major areas:
i. For the education and rehabilitation of special children, it was felt

that the professionals such as the doctor, psychologist,
physiotherapist, etc must share with the teacher the responsibility
for helping those children to achieve at least some degree of
productive activity and a satisfactory adjustment in the society.
ii. It was recommended that for almost all of the disability types, the
general education should be combined with vocational education so
that the individual may be equipped to earn his own living and
trained to live cheerfully within the limits of his disability.
iii. The responsibility of society for the education and other care of
these children was highlighted in the report of the Commission.
Owing to our limited resources, it was suggested to mobilize the
community to accept its responsibility for the education of the
handicapped.
iv. Because the experience of other countries revealed that the actual
care of handicapped children was suitably and effectively performed
by the more personal medical and educational services of private
philanthropic organizations, it was recommended to benefit from
such organization.
v. The Government suggested providing at its own expense and
responsibility the highly specialized training of teachers to serve in
the institutions for the handicapped. Initially, there should be at
least one centre for the training of teachers for the blind and
another for the training of teachers for the deaf and mute in our
country.
The Education Policy (1972-1980)
In the Education Policy (1972-80), arrangements for special

education for handicapped children were planned to make by opening new
institutions and strengthening the existing ones, so that the handicapped
children should be provided the opportunity to become productive and self-
reliant citizens of the country. Educational institutions, generally known as
public schools and including such institutions as Aitcheson College, Lahore,
wholly or partially financed by Government, were inaccessible to the poor
students. For the education of gifted and intelligent children, it was decided that
all public schools and institutions falling within the category would be taken
over by the Government and converted into schools for the gifted to provide an
enriched programme to gifted students, entirely free, drawn from all over the
country without reference to their financial status or social background.
The National Education Policy and Implementation Programme

(1979)
or
This policy was announced in 1979. In its foreword, the main purpose of
the new policy was declared to recommend daring new effort for
reconstruction of education in the country. Following were the major focus
areas of the Policy. Policy Statement In the policy statement, education,
treatment, institutional care and rehabilitation of the handicapped was
stated important moral and religious obligations as a nation. According to
the policy, the handicapped citizen should be so rehabilitated as to enable
them to enter the main stream of national life. Programmes The following
programmes were proposed in the policy regarding the education of the
handicapped children:
i. Survey of existing facilities for education of the handicapped in all

the four provinces.
ii. Identification of institutions, which had the potential of becoming
national institutions.
iii. Development of National Demonstration Pilot Projects for Education
of the Disabled and Handicapped, iv. Development of projects for
identifying needs for strengthening existing institutions for the
disabled.
It was proposed that the educational programmes for the handicapped
children would include provision of general education together with the
vocational education of the right type so that the handicapped persons did
not grow up as a burden on the resources of the nation but could be
directed into productive activities. As there was only one school in Pakistan
to train teachers for the deaf and dumb schools, it was planned to provide
such institutions for the handicapped at government's expenses. One
teacher-training institute for the deaf and dumb would be opened in Sind
and another for Blind in the Punjab. The efforts of the philanthropist
organizations were proposed to support supplement and coordinate by the
government in opening more special schools in the communities and
strengthening the existing ones.
SPECIAL EDUCATION POLICIES
As an initial step the Directorate General of Special Education formulated a

National Policy for Special Education in 1986 and revised it in 1988 to
make it more appropriate for the emerging needs of special population.
After that, a special education policy was launched in 1999. Recently,
Government of Pakistan has launched a new National Policy for Persons
with Disabilities 2002, which is dynamically being implemented.
National Policy for Rehabilitation of the Disabled, 1986

or
The United Nations declared 1983-1992 as the Decade of the Disabled,

which brought into focus the need to formulate a national strategy to deal
with the problems of the disabled of all categories. Thus, the Ministry of
Health, Special Education and Social Welfare envisaged the National Policy
for Rehabilitation of the Disabled in December 1986, and this was in fact
the first policy on special education in Pakistan. The National Policy, 1986
was primarily concerned with issues such as organizing services for the
disabled and the implementation of programmes, and paid insufficient
attention to the critical matter of the curriculum. A review of the 1986
Policy was undertaken in 1988 that refereed to a category-based system of
special education in Pakistan.
The five categories of special needs education were identified in the policy.
According to a survey conducted in Islamabad/Rawalpindi, the
distribution / percentage of the five different disabilities were:
i) Mental disability 21% ,

ii) Visual impairment 15% ,
iii) Hearing impairment 9% ,
iv) Physical disability 33% ,
v) Multiple disability 19% , and
vi) Not classified 3%
The National Policy for Special Education, 1999
After the National Policy for Rehabilitation of the Disabled (1986), the
Government of Pakistan formulated another policy on Special Education in
1999. The National Policy for Special Education (1999) recognized that the
process of rehabilitation for many people with disabilities was an ongoing
one. It focused the need for change in public attitudes to the disabled and
the crucial role of media in highlighting the successes of persons with
disabilities. The policy also proposed some monetary concessions to be
made for the disabled as well as providing them with legislative support.
National Policy for Persons with Disabilities, 2002
National Policy for Persons with Disabilities (2002) was the first full-
fledged National Special Education Policy to fulfill need for the education,
rehabilitation and care of the disabled both by government and by the
private sector. In the policy, the provision of special facilities for the
education, training and rehabilitation of disabled persons was regarded as
being of central importance concerning the rights of a significant
percentage of our population. The policy was formulated with a
background of information about the number of disabled persons in
or
Pakistan based upon the WHO estimates of 10% of the population and
upon more detailed information provided by Pakistan-based studies
including the National Census, 1998. The National Census Report of 1998
however indicated a low estimate of 2.49% of the total population, based
on the reported cases of persons with disabilities.
The goal of the policy was the empowerment and rehabilitation of persons
with disabilities for the realization of their full potential in all spheres of
life. To achieve the goal, prevention, detection, early intervention,
guidance and counseling, etc. was proposed in the policy.
To achieve the target, the policy concentrated on the use of information

and assisting technology, self-employment. It was planned to give
incentives to employers for the provision of employment to
disabled/special persons. Both academic and applied research was planned
to encourage for the benefit for persons with disabilities both at the federal
and provincial levels. Efforts would be made to enlist the interest and
support of the universities and other organizations particularly in the areas
of medicine, social work, psychology, vocational training, engineering and
technology.
To create a positive public attitude towards the persons with disabilities,

the positive images of the persons with disabilities was planned to
highlight by the projection of their success stories through mass media. All
possible channels, at community as well as media level, are also planned
to utilize for the creation of public awareness about the nature and types
of disabilities and the need for community support for their identification
as well as rehabilitation. Sports and Recreation Provision of appropriately
designed sports and recreational facilities for children with disabilities and
adults were planned to undertake in collaboration with all public and
private authorities. The policy proposed the following institutional
arrangements for its successful implementation.
i. As the role of Federal Government in meeting the needs of disabled

persons is very important at national level, the present support level
of the federal government for efforts in the field of education and
rehabilitation of person with disabilities was planned to enhance. For
this purpose, joint efforts of the concerned Ministries in addition to
the Ministry of Social Welfare and Special Education were proposed
to fulfill the objectives, laid down in this Policy.
ii. ii. The role of provincial governments is crucial in providing all the
required facilities to a maximum number of persons with disabilities.
Based on the needs assessment, the provincial governments are
expected to draw up action plans for public and
or
private sectors. Federal Government would also provide assistance

in areas of curriculum development and research.
iii. District governments are expected to enhance the scope of
programmes for persons with disabilities. It was planned to include
the introduction of the system of integration of children with
disabilities in normal schools in the area of jurisdiction of the district
councils and union councils in the local bodies system.
iv. It was planned to seek community involvement, for which the
establishment of voluntary organizations are planned to encourage.
The resources of NGOs in the field of community social work were
planned to channel in the direction of projects for the welfare and
uplift of persons with disabilities.
v. To be effective, rehabilitation requires the involvement of a wide
variety of professionals, organizations and community at large.
Involvement of "Special Friends" and voluntary support groups were
planned to ensure.
CONCLUSION
The education and rehabilitation services for the persons with disabilities
are not up to mark in the developing countries including Pakistan. At the
time of Pakistan's creation in 1947, government efforts channeled towards
nation building and educational provisions for children with disabilities
were few in number. Yet non-governmental organizations (NGOs) provided
services to a large number of disabled persons, mainly in the cities. In
different educational policies of Pakistan, special education was given
importance to some extent, but the same was not proportionate to the
special population. It was also reflected in the subsequent national plans,
but was not fully implemented due to different reasons.
Q.5 Describe various indications of social progress. What is the
statistics of incidence of disability in Pakistan?

(20)
cP
SOCIAL PROGRESS
Social progress is defined as an increasing capacity of a society to meet

the basic human needs of its citizens, establish the building blocks that
allow citizens and communities to enhance and sustain the quality of their
lives, and create the conditions for all individuals to reach their full
potential.
THE SOCIAL PROGRESS INDEX

or
The Social Progress Index (SPI) measures the extent to which countries
provide for the social and environmental needs of their citizens. Fifty-four
indicators in the areas of basic human needs, foundations of well-being,
and opportunity to progress show the relative performance of nations. The
SPI measures the well-being of a society by observing social and
environmental outcomes directly rather than the economic factors. The
social and environmental factors include wellness (including health, shelter
and sanitation), equality, inclusion, sustainability and personal freedom
and safety.
Definitions of Social Progress
Social progress has been measured and compared between countries, as

well as measured and compared within a country, region or community
over time. A variety of indexes have been created to measure social
progress nationally, regionally and locally (Salvaris, 2000). Often the
creation of these indexes has been triggered by a sense of actual or likely
decline in economic and social wellbeing with broad social and economic
problems needing community-wide solutions (Salvaris, 2000). Today, the
three realms of social progress considered significant are those containing
indicators that can be measured from a social, economic and
environmental standpoint.
"Achieving sustainable development is...a continual process of

balancing progress towards objectives in each of the three areas
(social, economic, environmental). It means not achieving
improvements in one dimension at the expense of the others"
(Custance and Hillier, 1998).
The main social indicators of development include education, health,

employment and unemployment rates and gender equality.
SOCIAL INDICATORS OF DEVELOPMENT
It includes the level of education and quality of education, quality of

education, quality of health and modern health facilities, cultural life, and
the availability of goodwill (absence of conflict) among different
communities.
Political indicators of development
These include: compliance with their political commitments in peaceful

ways, eradicating the promotion of persecution by a group of people by
or
the presence of democracy and human rights, state or other group of

people, universal suffrage, and tolerance of different scenes etc.
Economic indicators of development
These include, per capita GDP or national income, decrease in poverty

incidents, progressive improvements in survival levels, the range of
freedom in the choice of business and the strengthening of geographical
areas for pursuing, if profitable employment, the economy is
internationally Openness trade and capital flows, low incidence of
corruption, transparent competitive market and transparent regulation of
markets Free enterprise borders and more.
Environmental indicators of development
Limit of hygiene, control and regulation to control air, noise nutrition,

preservation of natural resources, soil conservation, afforestation,
restoration of damaged land, etc.
All the desirable qualities in different areas are the objectives of the
society - how the society has achieved it, this is a remedy if development
indicators are prevalent; They are popular as a way to condense the
complexity of 'snap shots' among people with a busy life that can be
digested and appreciated. This popularity is unlikely to be low, in reality
there is a possibility of a opposite situation. But to take care of the
promoters of these devices, it is necessary to take them as creators, they
have a big responsibility.
The Human Development Index (HDI)
The Human Development Index (HDI) is a composition of the United

Nations Development Program and represents the practical incarnation of
their approach to human development, which they see as the domination
of economic indicators of development. Economic growth was the gross
domestic product (GDP), so there was to be HDI in human development.
In short, HDI represents a measure of 'quality of life'
THE DISABILITY STATUS IN PAKISTAN
According to the World Health Organization (WHO), over a billion people or

around 15% of the world's population have some sort of disability,
or
whereas the prevalence of disability in Pakistan is estimated by the

Population Census (1998) at 2.49%. Effective policy-making requires
reliable, valid and detailed data on all aspects of disability - impairments,
activity limitations, participation restrictions, related health conditions,
environmental factors—information that is lacking in Pakistan as in most of
the developing countries. There is no standardized instrument for data
collection on disability that provides comprehensive and systematic
documentation of all aspects of functioning in a population. Pakistan
ratified the UN Convention for the Rights of Persons with Disabilities in July
2011 which requires governments to collect statistical and research data to
identify and address barriers faced by people with disability under the
Convention.
According to the 6th Population and Housing Census of 2017, the

population of Pakistan is around 207 million.1 Considering the World
Health Organization (WHO) estimate of 15 percent prevalence of global
disability,2 around 31 million people in Pakistan are expected to be living
with some form of disability. But there are no reliable statistics on
disability in Pakistan.3 So far, there has been no large-scale national
survey to document the true burden of disability in Pakistan. The last
national census to document disability was conducted in 1998.
PWD in Pakistan are largely isolated and living in shadows; and are not
seen participating actively in the society along with the able-bodied
members of the society. This isolation of PWD in Pakistan is multifactorial.
Disability is still considered a stigma in our society. Sometimes, it is even
considered a punishment for the sins and ill-doings and a source of shame
for the family. People are uncomfortable in moving in the society with a
child having a physical or mental disability. Those who overcome the
societal barriers and attempt to integrate into the society, face mobility
barriers. Majority of the buildings, educational institutes, and religious
places in Pakistan do not cater to the needs of PWD who have mobility
dysfunction; except for a few public and private buildings and shopping
malls constructed in the last decade.
The NGOs and organizations working in the field of disability management

should have better coordination and data sharing to avoid duplication of
efforts and to improve the quality of services for a better life for PWD in
Pakistan. Media should also be more proactive in promoting PWD as a
possible role-model and to highlight that they can live a normal and
fulfilling life. The success stories of PWD should be shared more often and
advocacy against social discrimination towards PWD.

Course: Perspectives of Special Education (672) Semester: Spring, 2020 Level: MA-Med Assignment No. 1

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Course: Perspectives of Special Education (672)

Exceptionality is defined as any condition or situation that may

Cruickshank (1974) defines an exceptional child as "a child who

Hewett and Forness (1984,, havefgiven a compn exceptional learner: of

"An exceptional learner is anyndividual wi , because

Kirk, Gallagher, Anastasiow and Coleman (2006): "Exceptional child is a

TYPES OF EXCEPTIONALITIES—-The categories of exceptionality are:

•Communication including Autism, Deaf and Hard of Hearing, Language

■Physical including Physical Disability and Blind and Low Vision

Your child might have troubles eating or sleeping. He might be sensitive to

She might turn up the TV or radio to hear it.

He might be aggressive. He might act out, fight, or hurt himself. He might

He might be hyper. He might have a short attention span. He might act

He might have trouble making friends. He might be afraid or nervous

He might act immature. He might cry a lot or throw temper tantrums.

He might appear unhappy or depressed most of the time. He might get

Your child's doctor will often diagnose this at a

She might walk, talk, dress, or feed herself other children.

Your child might need a wheelchai school

Specific Learning Disability

Traumatic Brain Injury

She might have trouble speaking, hearing, seeing, or thinking.

She might have problems rememberings She might not be able to

She probably has trouble communica with others.

She probably has behavior problems.

Q.2 Describe the reasons of spread of the need of special

Special Needs Education is education for students with disabilities, in consideration

There is another program of resource rooms (in

Special education needs—globalization

PROMOTION OF SPECIAL EDUCATION IN PAKISTAN

The Government of Pakistan recognizes its responsibility to educate the

Today a considerable number of special education institutions are functioning

institutions run by the federal government are devolved to the respective

The UN Committee on the Rights of the Child reviewing Pakistan's compliance op

Disabilities can be especially challenging for poor, indigenous, minority, refugee

Q.3 Differentiate between impairment, disability and handicap with

The words "impairment," "disability," and "handicap," are often used

Impairment—any loss or abnormality of psychological, physiological or

Disability—any restriction or lack (resulting from an impairment) of ability to

Handicap—a disadvantage for a given individual that limits or prevents the

As traditionally used, impairment refers to a problem with a structure or organ of

Physical impairment pertains to a loss of an anatomical structure; for the benefit of

Dyslexia is an example of learning impairment, a reading impairment in particular.

HOW TO HELP A CHILD WITH SPECIAL NEEDS

Technology for Special people

Assistive technology (AT) is any item, piece of equipment, software program, or

Specially Able in Science and Technology

With full access to learning opportunities and solid academic preparation,

The Commission found that government should be responsible for "training of

i. For the education and rehabilitation of special children, it was felt

The Education Policy (1972-1980)

In the Education Policy (1972-80), arrangements for special

The National Education Policy and Implementation Programme

i. Survey of existing facilities for education of the handicapped in all

SPECIAL EDUCATION POLICIES

As an initial step the Directorate General of Special Education formulated a

National Policy for Rehabilitation of the Disabled, 1986

The United Nations declared 1983-1992 as the Decade of the Disabled,

i) Mental disability 21% ,

The National Policy for Special Education, 1999