تصور معذوریت قرآن و سنت کی روشنی میں

The action code of Islam is impartial and strong. All human beings, disabled and abled have the right of gaining justice and bound to giving justice. Because of disableness impartial behavior is against the Islamic justice code. The “good behavior” with disabled persons is the basic law of disableness in Islam. The “good behavior” with disabled persons in Islam is not the result of mercy and pity but is the result of that right of taking equal to the life of common people which is due to the nation and community. Hence the rights of disabled persons are the result of those requirements which are created due to disableness. The meaning which we take conventional is “complete worthlessness” but it means in Islam weak and feeble. That is to say disable person is able to work but he has less ability. Or he has no ability to do one job but has the ability of high rank to do other jobs. The Holy Prophet (Peace be upon him) introduced first time this principle of disableness. The Arabs mean the word “disableness” complete uselessness. But the Holy Quran exempted the persons from Jehad not taking part in Tabuk battle because of disableness giving them the name of feebles. Islam does not appeal for mercy with disabled persons but advised to behave well with them and condemns also the injustice of society with them. Islam orders to perform one’s duties to others. Islam not only stresses on the performance of duties but also gives instructions in this connection.

Designing an Ict Based Model for Professional Development of Secondary School Teachers

The aim of this study was to design an ICT based model for professional development of secondary school teachers.The objectives of the study were: 1)to explore the secondary school teachers’ attitudes towards the use of ICT for their professional development, 2) to identify the barriers that secondary school teachers face in the integration of ICT in classroom, 3) to study the perceptions ofsecondary school teachers about the importance of ICT in their professional development, 4) to explore the beliefs of secondary school teachers about the impact of utilization of ICT in teaching and learning process, 5) to suggestrecommendationsforeffectiveprofessional development of secondary school teachers, and 6) to design an ICT based model for professional development of secondary school teachers. To achieve the above stated objectives, the following research questions were made: 1) What attitudes do the secondary school teachers have towards the use of ICT for their professional development? 2) What kind of barriers that secondary school teachers face in the integration of ICT in classroom? 3) What are the perceptions of secondary school teachers about the importance of ICT in their professional development? 4) What are the beliefs of secondary school teachers about the impact of the utilization of ICT in teaching and learning process? This study was developmental in which data were collected through survey approach. All Secondary School Teachers (General), Head Teachers of public secondary schools in Punjab was the target population of the study. All the members of organization engaging in professional development of secondary school teachers in Punjab, was also the target population of the study. The accessible population of the study was 1746 SSTs (General), 839 Head Teachers of public secondary schools of Faisalabad division, and 122 Master Trainers of DSD in four districts of Faisalabad division. A sample of 175 Secondary School Teachers (SSTs), 84 Head Teachers (HTs), and 37 Master Trainers (MTs) was drawn through Proportionate Stratified Random Sampling Technique from the accessible population.As it was a descriptive survey type study, therefore, questionnaire was used as an instrument for data collection in this study. Three questionnaires were developed, one for the secondary school teachers, second for the head teachers and third for the master trainers.