The purpose of inclusive education is to value children with special needs, so that they can participate equally in all educational activities in a general school along with their peers without discrimination. There is a worldwide movement towards establishing inclusive educational settings for children who have not as yet received due attention from governments and the private sector. The Salamanca Conference (1994) focused on education of the child with special education needs. In this gathering, all governments of the world were to ensure the basic education of all children with and without special education needs (SEN) within the existing mainstream schools. Many developed countries have already worked on this critical issue. In the developing countries, much less initiatives have been taken to include children with SEN in the mainstream schooling systems. As a result, there is a dearth of research in this area (with the exception of studies on teachers' attitudes), and where efforts (have been) made, they lack enough support, direction and clarity towards inclusive education. In Pakistan, as in many other developing counties, the government has given more attention to the inclusion of girl child in the main stream educational system, as compared to inclusion of the child with SEN. Despite these difficulties, I found a private school in Karachi, Pakistan, which has taken initiatives for implement a policy of inclusion of all children in their school. This study set out to find the perceptions, classroom practices, interactions, facilitating and hindering factors within an inclusive classroom and their relationship with the practical steps that can be taken towards inclusive education. The study was a case study, where in- depth interviews and classroom observations were conducted. The class had three students with SEN, and the remaining 22 students had no special needs. It was found that the participants (teachers, co-ordinator, and principal) had positive attitudes towards inclusion. They perceived that inclusive education (IE) allows all children to share the same school and classroom. There was a two-sided interaction (negative and positive) between perceptions and practices. The study also found that more students with SEN could be accommodated in mainstream classroom than the current number through the existing practice, for example, students having physical handicaps or mild impairments are not particularly disruptive to the classroom. In the research questions, through this study, six major themes were extracted; and they have been analyzed and discussed in chapter four. The key findings
آہ! پروفیسر اختر اورنیوی گزشتہ اپریل میں بہار کے پروفیسر ڈاکٹر اختر اورنیوی کی وفات کی خبر بہت دکھ اور غم کے ساتھ سنی ہم دونوں ہم درس اور ہم جماعت تو نہیں رہے، لیکن ہماری طالب علمی کا زمانہ ایک ہی تھا، وہ شروع میں سائنس کے طالب علم تھے، آئی ایس سی کرکے پٹنہ میڈیکل کالج میں داخل ہوئے، مگر وہاں ان کی صحت خراب ہوئی تو اٹکی اور رانچی کے سینی ٹوریم میں رہ کر صحت یاب ہوئے، میڈیکل کالج چھوڑ کر پٹنہ کالج میں آرٹس کی تعلیم حاصل کرنے لگے، ہم دونوں ۳۶ء میں ایم۔اے اردو کے امتحان میں ساتھ شریک تھے، اس کے نتیجہ میں ان کا نام سرفہرست تھا، میرا نام ان کے بعد تھا، وہ ایم۔اے کرنے کے بعد پٹنہ کالج میں اردو کے لکچرار ہوئے، اس زمانہ میں ڈاکٹر سید محمود مرحوم بہار کے وزیر تعلیم تھے۔ وہ کالج میں اردو کے ایک لائق استاد کے تقرر کے خواہش مند تھے، اس لئے انھوں نے امیدواروں کا انٹرویو خود لیا، درجہ میں باضابطہ سبق پڑھانے کو بھی کہا اختر اورنیوی صاحب ان کے معیار پر پورے اترے، وہ ایک استاد کی حیثیت سے طلبہ میں بہت مقبول رہے، جو نہ صرف ان کی صلاحیت اور قابلیت بلکہ ان کے ذاتی اوصاف کی بھی قدر کرتے، آخرمیں وہ پٹنہ یونیورسٹی کے شعبہ اردو کے صدر اور پروفیسر ہوگئے تھے، انھوں نے اردو زبان و ادب کے ارتقاء پر ایک مقالہ لکھ کر ڈاکٹریٹ کی ڈگری بھی حاصل کی، بہار کے جن شاعروں، مصنفوں اور نقادوں پر اس وقت تک سیر حاصل بحث نہیں ہوئی ہے، اس کی تلافی ان کے مقالہ سے ہوگئی اور وہ بھی ایک اچھے مصنف کی صف میں داخل ہوگئے، اس کے بعد سے جب ان کا کوئی مقالہ کہیں شائع ہوتا، تو اردو کے ادبی...
Just as a man can resort to divorce when he does not love his wife, the Islamic Law (Sharīa„h) gives the woman the right to end her marriage, if she does not love her husband. However, she will have to repay her the dowry paid to her unless there are circumstances in which a judge could force his husband to pronounce Ṭalaq without compensation from his wife. The Family Code puts an end to an abuse of the rule by judges who demanded the consent of the husband. She asserted that the demand for Khula„ was no longer conditional on the husband's acceptance. As a result, the expression "without the consent of the husband" was introduced in 2005, in Article 54 of the Family Code.
The study on impact of teacher performance appraisal (TPA) on appraisers aimed at exploring the impact of appraisal on the performance of the appraisers, which has mostly been a neglected area of research in educational settings. The reasons of selecting this topic for research were my past personal experiences as an appraiser and the issues related to appraisal in my organization. I reviewed the literature which shows the impact of appraisal on teachers and students, but very little has been said from the appraiser's point of view. This study has been conducted in Bright Future School (BFS, pseudonym) one of the private secondary schools for boys in Karachi. The school has a unique model of TPA, which I call the three- phased model' of appraisal. There are three approaches; one approach is only for the teachers who are in their probationary period, the second serves formative purposes of teacher evaluations, and the third is appraisal for performance review of teachers done at the end of each year, and it serves the summative evaluation purposes. Qualitative case study was chosen as a method for this study, as it was very contextual. Four appraisers including the principal of the school and a teacher were taken as participants. The data were collected through interviews, documents analysis, and general observation of the school. The findings of the study revealed that TPA has both positive and negative impacts on appraisers. It shows appraisal as double loop learning for appraisers. It is not only a kind of benchmark for them, but they also enhance their job- related knowledge and skills like teaching strategies, planning, classroom management, communication, and evaluation. It also shows that appraisal has brought a positive change in the appraisers' attitude towards appraisal and the appraisers. Apart from the positive changes, the findings also show one negative aspect of appraisal, which is its rigidity. It limits the creativity of the teachers and makes them very dependent, when it only focuses the targets set by the appraisers. In this case, the relation between teachers and appraisers becomes super-ordinate and subordinate, which is a hurdle in the way of creating a friendly learning environment. The findings show that the TPA model of BFS is a relatively successful model, which links the individual goals with organizational goals, and ultimately leads towards the goals of providing quality education to children. It also serves simultaneously both the developmental and