اعجاز صدیقی
افسوس ہے ہمارے عزیز دوست اوربچپن کے ساتھی جناب اعجاز صدیقی کاپچھلے دنوں بمبئی میں اچانک انتقال ہوگیا۔اناﷲ واناالیہ راجعون۔
مرحوم مولانا سیماب اکبر آبادی کے فرزند ارجمند اوراُن کے خاص تربیت یافتہ تھے۔اردو کے بلندپایہ اورقادرالکلام شاعر توتھے ہی، بڑی بات یہ ہے کہ فن کے اصول وفروع اوراُس کے رموزونکات اورزبان کے قواعد اوراُس کے مصطلحات پر اُن کی نگاہ وسیع اوردقیق تھی، اس بناء پر وہ نقاد بھی بہت اچھے تھے۔نثر بھی شگفتہ لکھتے تھے۔تقسیم کے بعد آگرہ کے حالات ناقابل برداشت ہوئے اور وہاں رہنا دشوار ہوگیا توبمبئی منتقل ہوگئے۔یہاں اُن کوسخت پریشانیوں اوردشواریوں سے سابقہ پیش آیا لیکن انھوں نے بڑی ہمت اورجواں مردی سے ان سب کا مقابلہ کیا۔ ’’شاعر‘‘کو نہ صرف یہ کہ جاری رکھا، اُس کوبہتر سے بہتر بنانے کی کوششوں میں لگے رہے اورآخر کاربمبئی ایسے غدارشہر میں اپنا ایک خاص مرتبہ ومقام حاصل کرنے میں کامیاب ہوئے۔ اُن کو اردو سے عشق تھا، تقسیم کے نتیجہ میں اُس پر جو بپتا پڑی تھی، مرحوم عمر بھراُس کا ماتم کرتے اوراُس کی اصلاح کی جدوجہد کرتے رہے۔طبعاً بڑے خوش خلق،غیورو خوددار،باوضع اور نہایت محنتی اور جفاکش انسان تھے۔ اُن کی وفات سے اردو اپنی فوج کے ایک بہت بڑے مجاہد سے محروم ہوگئی۔ اﷲ تعالیٰ اُن کومغفرت وبخشش کی نعمتوں سے نوازے۔
[مارچ۱۹۷۸ء]
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 examined how head teachers of two Community-Based Schools (CBS) in Karachi understood monitoring in relation to school yearly plan. The study was conducted within the qualitative paradigm. Two head teachers of local CBS schools (Mountain and City) participated in the study. Interview, observation and document analysis were used as a major research data collection tools. The results of the study revealed that the head teachers have been engaged in monitoring practices. Both of them considered monitoring as a fundamental factor for the smooth functioning of the school activities. However, the way they approached the tasks are different. The head teachers viewed monitoring professional development of teachers, parental involvement to promote students' learning, teaching and learning, and planning as the key areas to be monitored. The data reveal that in the Mountain school monitoring approach is delegated, while in the city school it is mostly the head teacher who carries out monitoring all activities. The study reveals that head teachers' professional exposure and presence of professional capacity in the school determine their monitoring approach. For instance, the principal of the Mountain school has an extensive and professional and academic exposure. He has two professionally trained teachers in his team, to whom he has delegated the responsibility of monitoring by the virtue of their professional assignments as academic head and head of ECD section respectively. While in the City school, the teachers have nominal professional qualifications with some exposure to short term courses. The study identifies some focused areas in the CBS school context for monitoring. Both head teachers do monitoring, but there is no such monitoring strategy as a part of yearly plan. Monitoring finance and teaching and learning are focused. The study identifies planning as the backbone for development of school. The study shows different kinds of planning in both schools. But both head teachers monitor the plan. Finally, the study finds some areas for further exploration for researchers.