عطا اﷲ عطاؔ قاضی (۱۹۳۴ء پ) محلہ ٹلہ پسرور میں پیدا ہوئے میٹرک کے بعد منشی فاضل کا امتحان پاس کیا۔ آرٹس میں ڈپلومہ سنٹرل ٹریننگ کالج لاہور سے کیا۔ شہر فہمی اور شعر گوئی کے علاوہ قاضی عطا نثر نگاری ، مصوری ،فوٹو گرافی اور خوش نویسی کے فن میں بھی ماہر ہیں۔(۱۲۰۹)
آپ کے مزاج میں ادبی چاشنی رچی بسی ہے۔آپ کے شعری مجموعے ’’فراز سخن‘‘، (سورہ بقرہ کا منظوم ترجمہ) ،’’اعزازِ سخن‘‘،( توحیدی آیات کا منظوم ترجمہ)’’اعتزاز سخن‘‘،( سورہ نسا ،مائدہ کااورسورہ توبہ کا منظوم ترجمہ)’’رازِ سخن‘‘ ، (پارہ عم کا منظوم ترجمہ)’’امتیاز سخن‘‘( سورہ مائدہ کا منظوم ترجمہ) ناز سخن (حمد ونعت ،قرآنی دعائیں ،منظوم ترجمہ)اور ’’اشکوں کی لو ‘‘(غزلیہ مجموعہ ) ادبی سبھا پسرور سے شائع ہو چکے ہیں۔ ان شعری مجموعوں کے علاوہ قاضی عطا کا سب سے بڑا کارنامہ ’’مفہوم القرآن ‘‘کے نام سے قرآن مجید کا مکمل منظوم ترجمہ ہے۔
یہ ترجمہ تین ہزار صفحات کی ضخامت اور تین جلدوں پر مشتمل ہے۔ اب تک ’’مفہوم القرآن ‘ ‘ کے دو ایڈیشن شائع ہو چکے ہیں۔ قاضی عطاؔ کا قلم کسی ایک موضوع الہیات کے موضوع ہی کا محتاج نہیں رہا ۔ اس کا خامہ زرفشاں زندگی کے ہر پہلو پر رواں رہا ہے۔ الہیات کے موضوع کو ملاحظہ کریں کس خوبصورت انداز سے اس کا اظہار کرتے ہیں:
لاکھ پردوں میں بھی ہے بے پردہ
1کل ہے اجزا میں آشکارا ہے
â۱۲۱۰)
ہر آئینہ جزو میں جلوہ نما ہے کل
پنہاں ہے گو نظر سے مگر وہ کہاں نہیں
There is no doubt that the personality of messenger of Allah peace be upon him is irreproachable from all kind of diminutions and barrier of salient bigness and glory. Not only historically biographers have written about the greatness of Prophet peace be upon him, But the Muhadithin have collected a large part of the collection of Hadiths on prophet peace be upon him greatness and honour. Urdu commentators are not far behind in this field. We have come to the conclusion after observing that while interpreting the Qur'anic verses relating to the greatness and character of the Prophet (peace be upon him) The commentators were very eloquent and described the characteristics of the Prophet (peace and blessings of Allah be upon him) in a very eloquent and loving manner. In this article, the detailed material written by the commentators on the characteristics of the Prophet (peace be upon him) in Urdu commentary literature will be presented.
The study exploring the role of parents of children with Special Education Needs (SEN) in Inclusive Education was carried out in a private mainstream school in Karachi, Pakistan, which includes children with SEN. This study was carried out through a qualitative research paradigm, by using semi-structured interviews and document analysis. The primary participants of the study were four parents of children with SEN studying in a mainstream school. The two class teachers and the principal of the school were also the research participants. The findings of the study suggest that most parents of SEN children play different roles at different times, such as the role of a teacher, an advocate, a researcher and a monitor, in order to ensure full participation of their children with SEN in mainstream schools. However, their respective role is determined by their level of education, their socio-economic background, family's support, cultural practices, and most importantly, their own attitude and awareness about the importance of mainstream schooling of their children with SEN. The study also shows that in a Pakistani society, mothers and fathers of children with SEN play specific roles, which is mostly influenced by our cultural practices and perceptions. Fathers are the primary bread winners of the family and bear the responsibility of earning for the family. They have less interaction with their children and are not even expected to share the nurturing responsibilities with the mothers in the day-to-day activities of children with SEN. Therefore, in most cases, the mothers play a dominant role. They mostly stay at home and consequently take the responsibilities of all their children. However, the decision of sending their children to a mainstream school is taken mainly by fathers, with little consultation from the mother's side. This study also shows that there are some facilitating factors supporting the parental decision of including their children in mainstream schools; for example, family support, and their socio-economic background, their participation in trainings and workshops held by psychologists and therapists, and also the special educators in the school, all these help the parents in understanding the problems of their children with SEN. However, parents also face many challenges which hinder their role in inclusion of their children with SEN in mainstream schools; for example, their socio economic background, recognition of the rights of their children with SEN as well as cultural barriers, such as attitudes of people influenced by their beliefs about