التطوير المهني للقادة في ضوء النَّظام الأخلاقي الإسلامي Professional development for leaders in the Light of Islamic moral system

The leadership of nations is a role designated for prophets and messengers of Almighty Allah, they executed this duty with utmost excellence. Their distinctive leadership and skills were guided by divine revelation, complemented by inherent natural abilities crucial for guiding people. Following the era of prophets and messengers, scholars, reformers, and noble rulers who succeeded them drew from this pure source. They derived principles of governance and successful leadership methodologies from the divine revelations, administering their people adeptly and fostering the consolidation of Islam in their lands. However, in later eras, these foundational elements waned. Many leaders disregarded the noble Islamic values they inherited. Consequently, weaknesses seeped in, and successful, impactful leadership shifted to other groups. I have compiled the principles of leadership advocated by the prophets and messengers, particularly the final messenger, Prophet Muhammad ﷺ,I gave some examples of the leaders among this Ummah, It showcase exemplary leaders from our glorious history and provide guidance on returning to that greatness by reverting to the landmarks of leadership illustrated by the Prophet ﷺ, It's in this return that the restoration of our former glory can be realized.

Exploring Perceptions and Practices of Teachers About Inclusion on Students With Special Educational Needs Sen : A Case Study of a Private Inclusive School in Karachi

This small-scale case study explores perceptions and practices of teachers about inclusion of students with special educational needs (SEN) in a private inclusive school of Karachi. Students with SEN are facing many challenges and barriers in obtaining their basic right to education. To achieve SDG Goal 4 that is to ensure inclusive, equitable and quality education and to promote lifelong learning opportunities for all and that has to be fulfilled by 2030 globally, students with SEN must have access to schools which should accommodate them with child-centered pedagogy. Inclusive orientations are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. These are all possible if school heads and teachers accept this challenge, first by changing their attitude towards students with SEN and, second, by getting in-service trainings. Teacher’s perceptions and practices play a vital role in educating students with SEN in an inclusive school. Within the qualitative research design, the data was mainly collected through semi-structured interviews, classroom observations and secondly from document analysis. Furthermore, a thematic analysis approach was used to make sense of the data and draw conclusions. The study revealed five emerging themes from the data. These are 1) teachers’ perceptions about special educational needs, 2) teachers’ understanding of inclusive education, 3) teachers’ inclusive practices in school and challenges they face, and 5) stakeholders’ (A school principal, 2 parents and 2 students with SEN) perceptions. It was observed that if all students are involved in all school activities, it leads to greater confidence, willingness to share and acceptance of diversity in the student body. It is a win-win situation for all in all activities. However, it was found that teachers lack special education background and it is not easy to adopt different and modified teaching strategies, to develop resource material and IEP of each student with SEN and to motivate parents for their support. At the same time, personal commitment enables teachers to meet most of the expectations of parents and school in terms of improved social, reading, writing and mathematical skills of students with SEN. The study concluded that government involvement, parents’ interest, ongoing professional development and presence of professional team in a school is essential for bringing good results from inclusive education and for fulfilling the commitment to education for all.