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Special and Inclusive Education in Pakistanby JamalMalmo University

Administrative Region/ProvinceTotal Area in km% of Pakistan Land AreaPopulation% of Pakistan PopulationBalochistan347,190 43.6% 6.6 Million4.8 %Punjab205,34423.3 %80 Million53.7 %Sindh140,91416 %30.4 Million22.2 %Khyber Pakhtunhwa74,5218.5 %17.7 Million12.9%Gilgit Baltistan (FANA)72,9718 %1.5 Million1.5%FATA27,2203.1 %3.5 Million2.3 %Azad Kashmir13,2971.5 %4.6 Million2.5 %Provinces / Administrative Units Land Area & Population

Expenditure on Education Punjab

Gross Enrollment Rate (GER) & Literacy Rate Punjab

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Infrastructure of Public Schools Balochistan

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Infrastructure of Public Schools Balochistan

Infrastructure of Public Schools Punjab

Infrastructure of Public Schools Punjab

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Level of

EducationEnrollmentTeachers#of InstitutionsBoysGirlsTotalMaleFemaleTotalPre-Primary013496602009Primary2610865811667Middle15290165455High88350133Higher Secondary2161531Total51282414714295155192347 Number of Institutions; Enrolment and Teachers for the Disabled

Number of Centers for the Disabled by Provinces

LocationHearingImpairmentMentalRetardationVisualImpairmentPhysicallyHandicappedTotalPunjab555520Sindh223310NWFP232310Balochistan11024Islamabad11114AJK10012FANA10001TOTAL1312111551

Inclusive Education- Debates

The opponents of inclusive education argue that:

Inclusive education is a product of particular social processes rooted in Western context and might not be a good idea for a country like Pakistan having its own social and cultural tradition and needs and limitations.

No one knows what inclusion means at theory and practice level. In the absence of clearly established sets of practices it might confuse teachers who already are not well trained and are poorly equipped.

The current institutional infrastructure and countrys economy does not have the capacity for inclusion and there are no resources available for improvement.

Majority of teachers, administrators, professionals and parents do not know about inclusive education. Those who know are uncertain of its impact on schools and children

Inclusive Education- Debates

The proponents of inclusive education believe that:

The government's goal of Education For All cannot be achieved without inclusion of 10 % of children with disabilities.

Disabled children living in institutions are particularly vulnerable to neglect, and to physical and sexual abuse.

It is more expensive to set up special schools than to train existing teachers, and provide learning aids for children with disabilities in regular schools.

Construction of ramps and classroom re arrangement can be accomplished within limited budgets.

Way Forward

Increase in public expenditure on education on emergency basis. At least 10% of the GDP.

Improve coordination between of the Ministry of Education and the Ministry of Social Welfare and Special Education with the ultimate aim of shifting the portfolio of education of children with disabilities and other marginalized groups to the Ministry of Education.

National sample surveys should provide a comprehensive database on the magnitude and educational status of children with disabilities in terms of types of disability, age, sex, location, etc. Care should be taken to involve trained personnel in data collection.

Departments of special education at university level should be assigned the task of training teachers working in regular schools through short training courses and workshops.

School organization reforms, so that schools could accommodate a wider range of students

Curricular reforms- The current curricula promotes only rote learning and crude summative assessments.

Orientation and awareness programmes for teachers and parents