Home > Education for All Through Inclusive Education: the Role of the Principal in Transforming the School to Reach out to All Learners Through Inclusive Education: A Case Study of a Private School
Education for All Through Inclusive Education: the Role of the Principal in Transforming the School to Reach out to All Learners Through Inclusive Education: A Case Study of a Private School
The philosophy of inclusive education has developed from the long history of global educational reforms since 1948 that, seek to reinforce the principles of Education as a Human Right. These legislations over the years culminated into the Salamanca Statement (1994) of inclusion, which was signed by 92 nations of the world, with the number having increased over the last 11 years to 164 nations currently (UNESCO, 2005). The target is that by 2015, these nations should have realized basic Education for All (EFA) through their national goals and work plans for Universal Primary Education (UPE). This is a major challenge, especially for developing countries, where progress has been relatively slow (Eleweke&Rodda, 2000). UNESCO (1998) points out that majority of students with special needs, specifically those with disabilities, remain excluded from schools; therefore, a major challenge for these nations to realize the UPE goals by 2015. The World Bank report (2003) on EFA estimates that 40 million children out of the 115 million children, who are out of schools, are children with special needs. Inclusive Education (IE) is seen as the vehicle, through which the goals of EFA can be achieved. Inclusive Education means accommodating all children in mainstream schools regardless of their physical or individual differences. It is within this context of events that I conducted a case study research of a private inclusive school, focusing on the role of the principal in transforming a school to reach out to all learners through Inclusive Education. It is apparent that schools need to change their perspectives so as to recognize, value, and provide for diversity in curriculum. My study revealed that a principal can transform the school to reach out to all learners by restructuring the school philosophy to reflect positive behaviors and support for diversity; change school policies on admission, assessment and curriculum implementation in order to retain learners with special needs; show support for teachers through relevant professional development programs, provision of adequate time and resources; strong partnership and involvement of parents and community; and modeling and reinforcing inclusive education behaviors through hands-on site-management. The background of the study was based on my life story, that is being a parent of a child with special needs, as evidence of an insider's voice on the challenges of educating children with special needs.
ڈاکٹر وحید مرزا پچھلے دنوں ڈاکٹر وحید مرزا کابھی انتقال ہوگیا،عمراسّی۸۰ کے لگ بھگ ہوگی۔ مرحوم ایک عرصہ تک لکھنؤ یونیورسٹی میں عربی اورفارسی کے پروفیسر اور صدر شعبہ رہے۔امیر خسرو پراُن کی کتاب جواُن کے پی۔ایچ ڈی کاتحقیقی مقالہ ہے اب تک اس موضوع پر شاہکار کی حیثیت رکھتی ہے۔ لکھنؤ یونیورسٹی سے سبکدوش ہونے کے بعد لاہور چلے گئے اوراردو انسائیکلو پیڈیا اسکیم سے وابستہ ہوگئے اور وہیں وفات پائی ۔غفراﷲ لہ [اکتوبر۱۹۷۶ء]
"Mishkāt al-Maṣābīḥ" has a sound rank among the Hadith collections. Its importance can be gauged from the fact that it has been described and summarized by several scholars. The works of Sheikh Abdul Haq Muḥaddith Dehlavi over that is a great contribution and have a special place in the context of his Hadith services. He is one of the prominent muhaddithin of the Subcontinent. He was pioneer in teaching and disseminating Hadith knowledge in the subcontinent. Firstly, he described the Mishkāt al-Maṣābīḥ in the Persian language of that time, which gained immense popularity among the people and increased the taste for understanding Hadith. Secondly, He accumulated a treasure trove of mysteries and secrets in Arabic for the use of Researchers. The name of the Persian commentary is Ash‘atul Lam‘āt while the Arabic commentary is called Lam‘āt al-Tanqīh. They are more than one in usefulness, which has created a taste for reading and understanding Hadith among the people and Researchers. In the said article, an introduction and methodological study of the work done by Sheikh Abdul Haq on Mishkāt al-Maṣābīḥ will be presented.
The present research was conducted to examine the socio-cultural dimension of English language teaching in Pakistan in terms of identity construction of learners, the possibility of a language shift and social segregation in society. The position of English is compounded within its historical background, its global importance and Pakistani society's perceptions regarding its value. State policies of language and education have implicated English in power structures which have led to the emergence of private elite institutions. These institutions reflect the dual relationship between English and Pakistani society: on the one hand they are based on society's assumptions regarding English and on the other they help to establish these assumptions on the socio-cultural level. Societal attitudes regard teaching and learning of English as highly desirable based on its power to confer economic and social rewards and as the only means to access higher education. Private English medium schools fulfill the elite demand for quality English medium education but exclude the majority because of the expenses involved. This has created a situation of inequality, which impacts not only educational opportunities but also distribution of economic rewards which depend on literacy in English. These institutions contribute to elitist domains of power which has resulted in a very limited vertical, social and economic mobility. The research findings indicate that English language teaching has become a major cause of estrangement between various social strata. Teaching of English in Pakistan is traditionally supplemented with English literary texts which are usually culturally and ideologically loaded. Combined with center-based curriculums and pedagogies, the texts' message could influence learners' identity and subjectivity. Learners could be influenced by the world views impounded in them and combined with the westernized environment and the emphasis on English as the only language within the school, these features could collude to implement a hidden curriculum of acculturization. The hybrid identities which would emerge would be a western-oriented youth, who would be empathetic with western cultural norms and would hold their own languages and cultures in low esteem. The present study attempts to bring awareness about the present ELT practices in the elite schools. It is grounded in theories of language policy and planning, structuralism, postmodernism and deconstruction. Being a sociolinguistic inquiry, it draws on quantitative and qualitative data from stake holders in education and analyses it against documentary evidence. Based on research findings which indicate linguistic assimilation and a language shift towards English, the recommendations include changes in policies related to English pedagogies, teacher training and the regularization of private schools.