Special Education In Pakistan

(Tomlinson, 2012) The Individuals with Disabilities Act (IDEA) defines special education as "specially designed instruction to meet the unique needs of a particular special needs of special child," special education is the umbrella term for special education broadly identifies the academic, physical, cognitive and social -emotional education offered to children who are dealing with one or more disabilities. (Griffin, 2014) described that “Children with special educational needs are children and have much in common with other children of the same age. There are many aspects of the child's development Composition of the entire child, including - personality, communication skills (oral/aural), resilience and power, appreciation and enjoyment of

At the time of independence, only three schools were working with children with special needs. The first school was established in 1906 to meet the educational needs of visually impaired children. In 1920, the second school was opened for deaf children in Karachi. Parents of deaf and mute children form a society called the Deaf Welfare Association, which has also set up a school called Gung Mahal (Deaf Palace). At that time, a number of non-governmental organizations began to play an active role in the education and rehabilitation of persons with disabilities. After independence, in 1959, the First National Committee provided education to the special agendas of the government agenda. During the period 1983-1992, the United Nations (Unicef) declared that it was the Decade of Disabled Persons and made progress. Pakistan's national policy on education and rehabilitation of persons with disabilities was established in 1985 and improved in 1988. The Government of Pakistan ratified this policy in October 2002. In 1985, a separate bureau was set up at the federal level to establish model special education schools throughout the country. In addition, the National Institute for Special Education was established to provide on-the-job training to teachers in special schools. (Ahmad, Saeed Yousaf, & Muhammad, 2011) stated that “In most third world countries, including Pakistan, education has been the most neglected sector of social services. In the education sector, the share of special needs education is too sad. The educational and rehabilitation services provided to children with disabilities were not worth mentioning at the time of the establishment of Pakistan. After independence, Pakistan had to face some serious challenges, and thus did not place appropriate emphasis on special education, or even education. The lack of resources, financial and human resources, among other