آہ! مولانا عبدالمجید ندوی
افسوس ہے کہ ۲۳ مئی کو مولانا عبدالمجید ندوی صدر مدرس مدرستہ الاصلاح سرائے میر ایک حادثہ میں جاں بحق ہوگئے، اناﷲ وانا الیہ راجعون۔
وہ ایک تقریب میں شرکت کے لیے جارہے تھے، رانی کی سرائے میں کوئی بچہ ان کی گاڑی کی زد میں آگیا، مگر ڈرائیور کی ہوشیاری سے وہ بالکل بچ گیا اور اسے کوئی چوٹ نہیں آئی، اس کے باوجود بعض شرپسند لوگوں نے پتھراؤ کیا۔ جس سے مولانا کے دماغ پر ضرب شدید آگئی اور اعظم گڑھ اسپتال میں انھوں نے دم توڑ دیا۔
مدرستہ الاصلاح میں متوسطات تک تعلیم حاصل کرنے کے بعد وہ ندوۃ العلما لکھنؤ میں داخل ہوئے، فراغت کے بعد لکھنؤ یونیورسٹی سے ایم۔ اے کیا، پھر بی۔ایڈ کے لیے شبلی کالج اعظم گڑھ میں داخلہ لیا۔ ندوہ کی آخری جماعت میں تفسیر کا درس مولانا عبدالباری ندوی فلسفی سے لیا۔ جن کی تعلیم و تربیت کا خاص اثر ان پر پڑا، وہ کئی برس تک ان کے ساتھ ہی ان کے مکان میں رہے، اس سے ان کو بڑا علمی و دینی فائدہ پہنچا مگر باقاعدہ بیعت مولانا سید ابوالحسن علی ندوی مدظلہ سے ہوئے۔
اعظم گڑھ میں وہ میرے ساتھ رہتے تھے، ان کے دینی ذوق و رجحان، مذہبی حمیت، شعائردین اور ارکان اسلام کے احترام خصوصاً نماز کی پابندی اور اہتمام کی بنا پر مولانا شاہ معین الدین احمد ندوی ان کی بڑی قدر کرتے تھے اور شاہ صاحب نے دارالمصنفین میں لائبریرین کی حیثیت سے ان کا تقرر بھی کیا مگر وہ اپنے بعض مشاغل کی وجہ سے یہاں زیادہ دنوں تک قیام نہیں کرسکے۔ اس کے بعد مختلف وقتوں میں مدرستہ الاصلاح، جامعتہ الرشاد اور شعبۂ دینیات مسلم یونیورسٹی سے وابستہ ہوئے، ادہر چند برس سے وہ مدرستہ الاصلاح کے مہتمم تھے۔ ان میں لکھنے پڑھنے کی اچھی...
Background of the Study: Sensory processing is the process in which all sensory stimuli integrate and enable person to respond according to the situation. There are number of sensory issues that either parents or teacher do not identify on early stages and various times it also cause behavioral issues or academic issues with in typical children too. The study aims to assess the sensory vulnerability of children with and without autism in the school environment and to identify the sensory issues.
Methodology: This was a cross-sectional study conducted in Karachi, Pakistan. Total 86 children recruited and divided into two groups included typical and atypical children. Using a standardized questionnaire-SPM (sensory processing measure) distributed in schools and completed by teachers.
Result: Autism affects both mainstream children and children with autism, with sensory process subscales showing significant differences p value (< .005) for t- test. Autism children have higher sensory process vulnerability, particularly in social participation and praxis variables, compared to mainstream children’s.
Conclusion: The study reveals that school initiates sensory stimuli, affecting children's vulnerability, even in special schools, despite providing structured environments for atypical children.
This study examines how the English curriculum of Class 5 is enriched in a Junior primary section of a private school in Karachi Pakistan. The top - down approach requires teachers to follow the National Curriculum as it is, particularly, in Government schools. Most teachers in the Government context have not seen it physically. Hence, teaching in the perspective of those teachers may be to make students cram outdated factual information and remain within the boundaries of “textbook”, which is often mixed up with the curriculum. Little authority is given to teachers to take it further to enhance the learning of the students. On the other hand, few private schools have embarked upon the process of “curriculum enrichment”, because the existing National Curriculum appears to have failed to meet the varying needs and demands of students, and their voices are often unheard with respect to their interests. Moreover, societal and technological changes taking place locally and globally demand that our National Curriculum's scope becomes wider and in depth, bringing diversity and richness in it in order to be able to face the future challenges. Qualitative case study design, studying two classrooms, was used to construct the picture of the participants' understanding about the main research and subsidiary questions. Data were collected through the enriched English curriculum of Class 5 of the school where I conducted this research. The research participants' lesson observations, structured and unstructured interviews of the research participants, interviews of the Vice Principal, the Coordinator and the students, and attending the Coordination Meeting where teachers' and students' concerns and enrichment activities developed by the English teachers are discussed. Analysis of the data revealed that the school is enriching the English curriculum of Class 5 through various strategies, for example, material, organizational, pedagogical, paradigmatic, relational and students' ideas and experiences. The school Management fully supports English teachers in the curriculum enrichment. The teachers welcome students' contributions who have the potential to enhance the curriculum. On the other hand, the English teachers need to develop further understanding about the curriculum and its enhancement so that they could effectively achieve the objectives for curriculum enrichment. Moreover, critical inquiry, in terms of specific enrichment activities and supplementary books, is also needed. Based on these findings, the importance and the recommendations of the study in terms of the teachers' and my own practice, and literature on the perspectives of different stakeholders about curriculum