ذکر میرا وہ کریں منظور کیوں
جانے وہ الفت سے ہیں معذور کیوں
پوچھتی ہے تم سے یہ میری وفا
جان کر مجھ سے ہوئے رنجور کیوں
آن بیٹھے وہ نظر کے سامنے
قبلہ و کعبہ ہو اب منظور کیوں
ہیں میسر ان کی مست آنکھیں جنھیں
وہ اٹھائیں بادہ و انگور کیوں
تم فضاؔ جب ہو مری محبوب تو
پھر میں دیکھوں حسن کیا اور حور کیوں
Al-Imam Nooh Ibne Abi Maryam Aljam'a is one of the well known worldly personality among the International Scholars of Science of Hadith. Unluckily, his positive personality (Ta'deel) in the Science of chain of Narrators (Ilm-e-Asmaur Rijal wa See'r) had been hidden from the sights of worldly known scholars since centuries. This research contribution is based on manuscript of Al-Istighna fee Asma el Mashooreen Bilkuna by Hafiz Ibne Abdul Bar Al-Qurtubi Al-Maliki (death: 460 hijri) found from Mufti Ilahi Bakhsh Library Kandhala India، despite of the Jarah of other scholars. The manuscript is written by Al-Hafiz Abi Abdullah Muhammad bin Abil Fatah Al-Ba'li Alhanbali (Teacher and Mentor of Al-Hafiz Al-Zahabi) (death: 709 hijri). This contribution tries to explore the personality of the great scholar as well as shower a spot light on the critic of scholars and highlight the reality of this Imam.
This study discusses issues for improving the education of children with special needs. In the two schools where I undertook my study, I could see that teachers in both contexts worked very hard for the improvement of education of children with special needs. In the special school the teachers were trained from time to time in order to better their professional skills and to understand the children's needs. In contrast, in the regular school, although teachers were trained in various areas related to different subjects and the pedagogy of teaching learning activities, there was a strong need for teachers to be trained in the field of special education. Teachers in both contexts were working very hard in order to help the students function in society and the world. One of the major issues concerning children with special needs is how best to integrate them in regular schools with other children. Children with mild and moderate disabilities can be integrated into the regular school system if special care is taken in their initial stages of learning. Whereas children with severe disabilities cannot be so readily integrated into regular schools but can be in schools especially designed to cater to their needs. The educational practices in the regular and special schools are being developed with the needs of the child in mind. This refers to the teaching strategies, curriculum design, activities of daily living, extra curricular activities, art, and music. From time to time teachers are being given in-service training so as to better their professional skills and to help the child to do better in order to function in society. Parents in both context are playing a key role in educating their special children in the hope that there would be a bright future for them. The implications drawn from the study indicate that integration and inclusion of children with special needs are still being considered by stakeholders. In my opinion there is a hope and possibility that children with special needs in the future will work alongside all other children in regular schools.