A Study of Teachers' Perceptions Regarding the Collaboration of Parents and Educators in the Teaching-Learning Process of Disabled Children at the Primary Level in Pakistan. Introduction The primary settings for children's and adolescents' socialization are their teachers and families, which share the similar objective of transferring fundamental technical and transdisciplinary abilities to everyone. The children whose physical or mental condition significantly and permanently interferes with their capacity to carry out their regular life activities are as disabled children. (UK Equality Act 2010). It can further describe through four approaches (charity model, medical model, social model, and rights-based model.) to how one can view or choose to view disability. According to UNESCO, every learner counts. Nevertheless, it has been observed that millions of individuals around the world are still denied access to basic education on a variety of grounds out of which disability is one. Everything from curricula to methodology and teaching is covered by inclusive education, which aims to identify and remove any impediments to education. (UNESCO) The main objective of this paper is to overlook on teachers' perceptions regarding the collaboration between parents and educators in the teaching learning process of disabled children at the primary level in Pakistan. A number of available literatures produced by scholars, different government research institutes and non-government organizations has been gone through for the said purpose but the most relevant data is taken out from the Pakistani scholars as they are on ground and natives, local institutes and NGOs working in the country. In addition to the following international laws and rules for disabled children, every nation including the less developed countries has its own laws and established policies for children with disabilities. It has been carefully noted that Pakistan has made significant efforts in this regard on paper but has fallen short in practise, which hasn't improved the suffering of these children who require specialised care and attention. (Gul, R., 2020) The latest available figures with Pakistani Authorities are 1,425,256 disables in the country (Pakistan Bureau of Statistics) whereas UNDP has estimated 6.2% of the Pakistanis possessing some form of disabilities. (Tribune, 2022) The key findings include the result of cooperation between teacher and parents of a disable child through various measures, impacts of emotional integration, barriers for teachers, confidence level of teachers on parents for the cooperation and parents' attitudes towards inclusion. The structure of the paper starts with introducing the disability and teacher’s perception about the celebration between parents and teachers of a disable child. Chapter 1 includes aims and objectives of research are established after research question which is formed through Rationale and significance of research.

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R-X-M
R-B(R’)2
R-Si(R’)3
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Functionnalized Organometallic Reagents
C-N, C-O and C-S Bond Formation
Introduction to Organoboron Chemistry
Introduction to Organosilicon Chemistry
Carbometallation Reactions
R-M
R’-X
R-R’

2. Introduction to Organosilicon Chemistry
Synthesis of Organosilicon Compounds
Generalities
Hydrosilylation of Unsaturated Systems
R-M
R-X-R’
R-X-M
R-B(R’)2
R-Si(R’)3
Hiyama Cross-Coupling
Hosomi-Sakurai Allylations
Brook Rearrangement
Anion-Relay Chemistry (ARC)
R-M
R’-X
R-R’

3. R-M
R-X-R’
R-X-M
R-B(R’)2
R-Si(R’)3
Introduction to Organosilicon Chemistry
Generalities
R-M
R’-X
R-R’
Electronegativity s-Bond strengths (kcal.mol-1) Average Bond Length (Å)
Si 1,7
H 2,1
C 2,5
Cl 3,0
N 3,0
O 3,5
F 4,0
C-C 83
C-Si 76
Si-Si 53
C-H 83
Si-H 76
C-O 86
Si-O 108
C-N 83
Si-N 76
C-F 116
Si-F 135
C-C 1,54
C-Si 1,87
C-O 1,43
Si-O 1,66

4. R-M
R-X-R’
R-X-M
R-B(R’)2
R-Si(R’)3
Introduction to Organosilicon Chemistry
Generalities
R-M
R’-X
R-R’
Electronegativity s-Bond strengths (kcal.mol-1) Average Bond Length (Å)
Si 1,7
H 2,1
C 2,5
Cl 3,0
N 3,0
O 3,5
F 4,0
C-C 83
C-Si 76
Si-Si 53
C-H 83
Si-H 76
C-O 86
Si-O 108
C-N 83
Si-N 76
C-F 116
Si-F 135
C-C 1,54
C-Si 1,87
C-O 1,43
Si-O 1,66

5. R-M
R-X-R’
R-X-M
R-B(R’)2
R-Si(R’)3
Introduction to Organosilicon Chemistry
Generalities
R-M
R’-X
R-R’
Electronegativity s-Bond strengths (kcal.mol-1) Average Bond Length (Å)
Si 1,7
H 2,1
C 2,5
Cl 3,0
N 3,0
O 3,5
F 4,0
C-C 83
C-Si 76
Si-Si 53
C-H 83
Si-H 76
C-O 86
Si-O 108
C-N 83
Si-N 76
C-F 116
Si-F 135
C-C 1,54
C-Si 1,87
C-O 1,43
Si-O 1,66

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R-X-R’
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R-Si(R’)3
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R-M
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R-R’

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R-Si(R’)3
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R-R’
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Hiyama-Denmark
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Hosomi-Sakurai
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Non-Coordinative

8. R-M
R-X-R’
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R-Si(R’)3
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R-X-R’
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R-Si(R’)3
Introduction to Organosilicon Chemistry
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R-M
R’-X
R-R’
Sp3
Tetravalent
Tetrahedral
Charge:
X = 0
3c-4e
Pentavalent
Bipyramidal
Charge:
Xax = -0,25
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2 x 3c-4e
Hexavalent
Octahedral
Charge:
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10. R-M
R-X-R’
R-X-M
R-B(R’)2
R-Si(R’)3
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R-M
R’-X
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R-Si(R’)3
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R-X-R’
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R-X-R’
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R-Si(R’)3
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R’-X
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R-M
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R-M
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Introduction to Organosilicon Chemistry
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43. R-M
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R-M
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R-Si(R’)3
Introduction to Organosilicon Chemistry
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Hosomi-Sakurai Allylation
R-M
R’-X
R-R’
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R-X-R’
R-X-M
R-B(R’)2
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R-X-R’
R-X-M
R-B(R’)2
R-Si(R’)3
Introduction to Organosilicon Chemistry
Hosomi-Sakurai Allylation
R-M
R’-X
R-R’
Solvent-Effect - Discovery
From Problem Set #3

57. R-M
R-X-R’
R-X-M
R-B(R’)2
R-Si(R’)3
Introduction to Organosilicon Chemistry
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58. R-M
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59. R-M
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R-X-M
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R-Si(R’)3
Introduction to Organosilicon Chemistry
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R-R’
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60. R-M
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R-X-M
R-B(R’)2
R-Si(R’)3
Introduction to Organosilicon Chemistry
Hosomi-Sakurai Allylation
R-M
R’-X
R-R’
Solvent-Effect - Discovery
Lewis-Base Assisted Asymmetric Crotylation

61. R-M
R-X-R’
R-X-M
R-B(R’)2
R-Si(R’)3
Introduction to Organosilicon Chemistry
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63. R-M
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R-X-M
R-B(R’)2
R-Si(R’)3
Introduction to Organosilicon Chemistry
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R-M
R’-X
R-R’

64. R-M
R-X-R’
R-X-M
R-B(R’)2
R-Si(R’)3
Introduction to Organosilicon Chemistry
Brook Rearrangement
R-M
R’-X
R-R’

65. R-M
R-X-R’
R-X-M
R-B(R’)2
R-Si(R’)3
Introduction to Organosilicon Chemistry
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66. R-M
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R-Si(R’)3
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67. R-M
R-X-R’
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R-Si(R’)3
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68. R-M
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R-Si(R’)3
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R-M
R’-X
R-R’

69. R-M
R-X-R’
R-X-M
R-B(R’)2
R-Si(R’)3
Introduction to Organosilicon Chemistry
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70. R-M
R-X-R’
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R-Si(R’)3
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71. R-M
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R-M
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72. R-M
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R-Si(R’)3
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R-M
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R-R’
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73. R-M
R-X-R’
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Matsuda et al. Perkin Trans. 1 1979, 26.

74. R-M
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Introduction to Organosilicon Chemistry
Anion Relay Chemistry (ARC)
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Tietze et al. Synlett 1994, 511.

75. R-M
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Introduction to Organosilicon Chemistry
Anion Relay Chemistry (ARC)
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Tietze et al. Angew. Chem. Int. Ed. 1994, 217.

76. R-M
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Introduction to Organosilicon Chemistry
Anion Relay Chemistry (ARC)
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Smith et al. J. Am. Chem. Soc. 1997, 6295.

77. R-M
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Introduction to Organosilicon Chemistry
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78. R-M
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79. R-M
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80. R-M
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Introduction to Organosilicon Chemistry
Examples for Exercises
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