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Pakistan emerged on the map of the world as an independent sovereign state in August 1947, as a result of the division of the British India.
The land of Pakistan (area 7,96,099 km population nearly 70 million) is rich in landscapes and cultural traditions. Half a dozen civilizations have flourished here and left their imprints. Historically this is one of the most ancient lands known to man. Its cities flourished before Babylon was built, and one can trace its history back to at least 2500 years B.C.
Excavation at Harrappa, Mohen-jo-Daro and Kot Diji have brought to light evidence of an advanced civilization. In 712 A.D. the Arabs, led by Mohammad Bin Qasim, landed near Modern Karachi and ruled part of the land which is now Pakistan for 200 years. During this time Islam took roots in the soil and influenced the life, culture and traditions of the people. In the 10th century A.D. began the systematic conquest of undivided India by Muslims from Central Asia who ruled the whole subcontinent upto the 18th century A.D. when the British invaded the land and ruled for nearly 200 years.
In 1930 the well known Poet Philosopher Dr. Mohammad Iqbal conceived the idea of a separate State for the Muslims of the subcontinent. After 17 years of untiring struggle under the brilliant leadership of Quaid-e-Azam Mohammad Ali Jinnah, Pakistan became an independent State on 14th August, 1947.
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The development of special education network in historical perspective and the nature and quality of services being offered to special children in Pakistan has been studied and evaluated in this research work. The measures for improvement have also been recommended. To achieve this the various instruments were designed. The interviews of the special educators, support professionals, parents of special children and special persons were conducted. The records of the schools were consulted. The samples were taken from rural as well as urban areas of Pakistan and all the provinces. The research work includes the analysis of historical pattern of development of special schools for all major categories of special children in Pakistan and the provinces. The separate graphs and charts showing trends and of development and distribution in each region )Pakistan as a whole, Punab, Sindh, Balochistan, North West Frontier Provinces and Federal Capital Area) and for each sector (Federal Government, Provincial Government and Non-government Sectors) and for each category (Hearing impaired, visually impaired, Mentally retarded and physically handicapped) are drawn. The analysis of population of special people and schools-age special children and the special children studying in schools has also been carried out. The areas focused for investigating the weaknesses and strengths of the infrastructure include early intervention programmes,
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parent involvement in the education of special children is the least. The vast majority of parents of special children of all categries and special persons are not fully satisfied with the education being given to their children. The associations of the special people, specially visually impaired and hearing impaired and physically handicapped have played a pivotal role in changing the lives of the special people in Pakistan. The role of non-government organizations (NGO) is very significant in the development of special education in Pakistan. The facilities to support higher education for special people in colleges and universities are not available. The mainstream schools do not have teachers and equipment to accommodate special children. The long term planning is required to mainstream special children. There will be financial implications also to implement any such scheme. The teacher training programmes offered by universities and other institutions are quite satisfactory. The universities offer Diploma, Masters degree and Ph.D. programmes in special education. Many other non-government and government organizations offer in-service teacher training programmes. The policy for the Education and Rehabilitation of special children has not yet been finalized. The vocational training being provided in most of the school is of pre-vocational nature. The trades are limited. The parents and special persons are not fully satisfied with the provisions of vocational training facilities. The attention of government is required to vamp this area.In the li
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The development of special education network in historical perspective and the nature and quality of services being offered to special children in Pakistan has been studied and evaluated in this research work. The measures for improvement have also been recommended. To achieve this the various instruments were designed. The interviews of the special educators, support professionals, parents of special children and special persons were conducted. The records of the schools were consulted. The samples were taken from rural as well as urban areas of Pakistan and all the provinces. The research work includes the analysis of historical pattern of development of special schools for all major categories of special children in Pakistan and the provinces. The separate graphs and charts showing trends and of development and distribution in each region )Pakistan as a whole, Punab, Sindh, Balochistan, North West Frontier Provinces and Federal Capital Area) and for each sector (Federal Government, Provincial Government and Non-government Sectors) and for each category (Hearing impaired, visually impaired, Mentally retarded and physically handicapped) are drawn. The analysis of population of special people and schools-age special children and the special children studying in schools has also been carried out. The areas focused for investigating the weaknesses and strengths of the infrastructure include early intervention programmes, educational assessment and placement procedure, availability of special teachers and support professioanals, Special educational needs, system of examination and evaluation, teachers training programmes, mainreaming, provisions in government plicies and legislation. The special schools system evolved in Pakistan as early as first decade of twentieth century however the schools are not in sufficient numbers to cater all the special children. The early intervention programmes in Pakistan are not very well organized The assessment procedures at schools have been discussed and tere is a great room for improvement. The assessment tools need to be standardized for which government support is required. The special needs including equipment and books are not available in sufficient quantity. Most of the schools follow curriculum designed by committees comprising of teachers
