this ppt hight light the current situation of post-secondary education in special need students in the context of Pakistan

1. Post Secondary Education
& The Economic Status
M.Phil. Special Education
University of Management & Technology

2. Presented By:
Ahmed Bilal.
M.Phil. Scholar
University of Management & Technology

3. Agenda:- Efforts towards Post-Secondary
Education
Investigations of the Vocational
Status
Attrition of the students with
Disabilities
Inclusive Education

4. Efforts Towards Post-secondary Education
1
Post-secondary Education:
Post-secondary education, sometimes referred to as the "intermediate stage", lasts from
Grades XI to XII. It often takes place at university colleges or similar. According to the UK
NARIC, army public schools, divisional public schools, autonomous colleges and some private
sector institutions are commonly recognized as being more prestigious than government
schools. The earlier term faculty of arts/sciences for higher secondary education is still often
used, e.g. in admission materials from higher education institutions.

5. Post Secondary Academics
Arrangement of medical assistance (including psychiatric counseling) and non-medical assistance such as
note-takers/scribes, readers, lecture recordings and enablers.
Provision of Laptops, high-tech computers capable to run heavy screen reading software, special soft wares,
Braille, headphone, video cameras, video conferencing, computers, scanners, Braille embosser, Braille
Magazines, Audio Books/Tutorials, Books-Scanning, laser printers, speakers, tape recorders, class printed
notes, and wheel chairs at the institution as per requirement and policy.
Some textbooks are also available in other formats -- such as large print versions, e-books, or media with
closed captioning, audio versions -- that may be more accessible for students with disabilities. University’s library
should be equipped with standard textbooks in alternate formats, or should make them available on request.

6. Specialized Trainings on using learning aids for students with disabilities and staff/faculty, when needed.
Access and assistance in libraries, laboratories, cafeterias and sports centers.
Full Tuition Fee waivers, and 50 % concessions on other fee components such as Admission Fee, Registration Fee,
Library Security Fee, Examination Fee etc.
Age relaxation in admission requirements, quota as per the national and provincial legislation and alternate
suitable entrance test arrangements for students with disabilities.
HEIs shall establish a special fund to support services for students with disabilities, and annually contribute
sufficient funds therein through exclusive budgetary provision. Moreover, all funds and contributions raised through
philanthropy should accrue in this fund.
Whenever, HEI’s or students own financial resources are deficient in meeting an accessibility requirement
pertaining to his studies, i.e. teaching, learning, examination, assessment etc., the HEI will provide necessary funds or
remedy in the form of scholarships or financial aid, after thorough evaluation of each case.
The website of the HEI and other web-based services such as student portals, LMS etc. shall conform to level AA of
Web Content Accessibility Guidelines (WCAG)3.

7. Physical infrastructure in HEIs such as footpaths, road crossings, signage etc. shall be developed by observing
the recommended accessibility standards for persons with disabilities.
Provision of ramp/special pathways and dedicated washrooms shall be ensured in all future constructions of
public HEIs.
Where access is currently limited in the existing buildings, the HEI will provide reasonable alternative
arrangements.
Students with disabilities shall be encouraged to suggest improvements in accessibility services available at the
HEI.
Promoting awareness of different disabilities and disability related issues, and emphasizing the need to protect
and promote rights of persons with disabilities, at the HEI through dedicated seminars, fundraising events,
discussions, workshops and community engagement activities.
Providing information and advice on facilities and support for persons with disabilities to students, parents, staff
and faculty.
Determining access requirements of students with disabilities that enroll/are enrolled at the HEI.
Arrange assessment of the extent of disability and access requirements of students with disabilities by a
professional, whenever necessitated.

8. Raise funds for provision or development of facilities for students with disabilities at their institution, whenever
necessitated.
Arrange counseling by a psychiatrist for students with disabilities whenever needed, especially in situations beyond
the expertise of the Accessibility Committee.
Arrange and oversee the provision of academic support, specialized equipment and facilities for the students with
disabilities across the HEI.
Provide advice to their institution on admissions, examinations, dissertations and other affairs of the institution for
improving access for students with disabilities.
Advise the faculty on the policies and procedures relevant to students with disabilities.
Liaise with national NGOs and philanthropic organizations working for persons with disabilities to enhance capacity
of their institution to engage with persons with disabilities and improve the facilities available for them at the HEI. E.g.
mobility devices
Advise the University on the implementation of the Disabled Persons (Employment and Rehabilitation) Ordinance,
1981 and other relevant legislations.

9. Efforts Towards Post-secondary Education
1. National Policy for Persons with Disabilities (2002)
o Vision
o Empowerment
o Mission Statement
2. National Education Policy 2017
Significance of Higher Education
Education above or after secondary school level is normally categorized as higher or tertiary
education. According to the International Standards Classification of Education- ISCE-2011
(UNESCO Institute of Statistics, 2012, Montreal, Canada), higher education includes short-
cycle tertiary education, Bachelors, Masters, and doctoral or equivalent levels.

10. Services Provide to Special Needs Persons in Post-secondary
Education
• Braille;
• Large print;
• Fewer items on each page;
• Tape recorded responses;
• Responses on the test booklet;
• Frequent breaks;
• Extended testing time;
• Testing over several sessions;
• Small group setting;
• Private room;
• Preferential seating; and
• The use of a sign language interpreter
for spoken directions
Efforts Towards Post-secondary Education

11. Roles And Responsibilities
Efforts Towards Post-secondary Education is a student-centered activity that requires a collaborative
effort. Responsibilities are shared by the student, parents, secondary personnel, and postsecondary
personnel, all of whom are members of the transition team.
1. Student roles and responsibilities
2. Parent roles and responsibilities
3. Secondary school personnel responsibilities

12. Student Roles And Responsibilities
• understand his or her specific learning disability, including its effect on learning and work;
• establish realistic goals;
• present a positive self-image by stressing strengths, while understanding the influence of the learning
disability;
• know how, when, and where to discuss and request needed accommodations;
• develop personal qualities, such as realistic self-assessment, willingness to take risks, and ability to sustain
efforts;
• develop and use social skills;
• develop and apply effective studying, test-preparation, test-taking, time-management, and note-taking
strategies;

13. Student Roles And Responsibilities
• seek instructors and learning environments that are supportive;
• maintain an ongoing personal file that includes school and medical records, individualized education program
(IEP), resume, and samples of academic work;
• know rights and responsibilities necessary to prepare for and to access postsecondary education;
• identify and access resources that will provide needed support;
• explore postsecondary education options and entrance requirements;
• select courses that meet postsecondary requirements; and
• prepare for and participate actively in the postsecondary application process.

14. Parent Roles And Responsibilities
• be involved in transition planning and ensure that the student is also included;
• help the student develop realistic goals;
• encourage the student to develop future educational plans and to explore realistic postsecondary options;
• help the student select high school courses that meet postsecondary requirements;
• collaborate with secondary and postsecondary staff to make decisions regarding programs, services, and
resources;
• help the student collect and maintain an ongoing personal file that includes school and medical records, IEP,
resume, and samples of academic work;
• communicate confidence in the student's ability to be successful in a postsecondary setting; and
• encourage the student to develop maximum independence in the learning, study, and living skills critical to
success in postsecondary settings

15. Secondary School Personnel Responsibilities
• form a transition team consisting of a coordinator, the student, the parent(s), administrators, teachers, and
related service personnel;
• include the student and parents in the entire planning process;
• demonstrate sensitivity to the culture and values of the student and family;
• develop an appropriate packet of materials to document the student's secondary school program and to
facilitate service delivery in the postsecondary setting;
• provide administrative support, resources, and time to foster collaboration among team members;
• help the student use a range of academic accommodations and technological aids, such as electronic date
books, videodisc technology, texts on tape, grammar and spell checkers, and word processing programs;

16. 2 Investigations of the Vocational Status
Defining Vocational and Educational Training as a sector within the education system poses a number of
difficulties. For the most part, general and academic education is seen as that which builds analytical skills,
knowledge and critical thinking, while VET develops craftsmanship, practical experience and practical problem-
solving. However, this simple distinction does not hold up to scrutiny. Critical thinking and analytical skills are
needed in the case of a good plumber or electrician who must routinely make judgements in order to solve
problems.
Vocational and Educational Training:-

17. The Vocational Training Facilities In Pakistan
The vocational training facilities in Pakistan is available at almost all the special schools and independent
vocational training centers are also established in private as well as government sector. Some of the vocational
training centers were developed three to four decades ago and are now present a scene of haunted houses. One
of them is adult Blind Centre at Karachi. The visit to this center revealed that it used to be one of the best
vocational training centers in Pakistan.
The Benefits of Vocational Training for Students with Disabilities. Vocational training is training that
focuses more on practical subjects than the theory. While many students with disabilities find it easier to enroll
for a four-year degree, a growing number is starting to realize the benefits of vocational training.

18. • The vocational training centers are not properly equipped to provide vocational training, which can provide a
job to students after completion of training.
• The choice of trade is very limited.
• The students are not prepared for competitive employment.
• The training programmes mostly do not have effective follow up programme.
• The special people are deprived of their due rights at work place.
• The refresher courses are not conducted and hence with the new developments they cannot retain jobs.
• The most of the training programmes offered are of pre-vocational in nature.
• The staff at vocational training centre is not usually fully trained to train the special people.
• In some of the schools the vocational training is provided by non-technical teachers who are not highly skilled
in that trade.
• The employer at workplace does not provide the special needs and special people cannot afford to buy them.
• The employers neglect the safety aspects.
Investigations of the Vocational Status

19. Recommendations:
• The special persons should be given opportunity to study science and technology in their regular schools this
will help them in receiving vocational training easily.
• The concept of career education should be adopted by all special schools and the facilities be revamped to
provide high quality training at schools.
• The trades should be introduced after consultation with employers.
• he industrialists should be included in the managing boards of the vocational training centers.
• The follow up systems should be established by the vocational training centers to monitor the on job
deficiencies of the qualified students.
• The government should provide funds to employers for the provision of assistive technology equipment to
trained special person.
• The buildings and factories shall be made accessible by changing the design and safety aspects should be
incorporated.
• The employers shall be bound to employ the special people on quota reserved for them.

20. Attrition Of The Students With Disabilities
3
Policy For Students With Disabilities At Higher Education Institutions In Pakistan:-
This Policy aims to enable an environment in the Higher Education Sector which not only motivates students
with disabilities to undertake higher education, but also facilitates their participation in all academic and extra-
curricular aspects of a university education.
INTRODUCTION
DEFINITION OF PERSONS WITH DISABILITIES
DECLARATION OF PERSONS WITH DISABILITIES
HIGHER EDUCATION COMMISSION’S MANDATE
SCOPE OF THE POLICY
Section 14: ACCESSIBILITY COMMITTEE
Section 15: FOCAL PERSON FOR PERSONS WITH DISABILITIES

21. Attrition Of The Students With Disabilities
3
Policy For Students With Disabilities At Higher Education Institutions In Pakistan:-
Section 16: SERVICES FOR STUDENTS WITH DISABILITIES
Section 17: ADMISSIONS
Section 18: ASSESSMENT OF NEED
Section 19: TEACHING AND LEARNING
Section 20: EXAMINATIONS AND ASSESSMENT
Section 21: STUDENTS WHO AQUIRE DISABILITIES DURING STUDIES
Section 22: ACCOMODATION
Section 23: GRIEVANCES

22. Attrition Of The Students With Disabilities
3
Policy For Students With Disabilities At Higher Education Institutions In Pakistan:-
Section 24: STAFF DEVELOPMENT
Section 25: CONVOCATION
Section 26: AWARD OF DEGREE
Section 27: RESPONSIBILITIES OF THE HIGHER EDUCATION COMMISSION
Section 28: FURTHER ADVICE AND GUIDANCE

23. Inclusive Education
4
Inclusive Education (IE) has emerged as a major theme in education policy globally and is a core component of
the Sustainable Development Goals (SDGs). Pakistan, as a signatory to SDGs 2030, has committed to IE since
SDG 4 is embedded in inclusive education as a mainstream principle: “Ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all”. It resonates well with articles 25 (Equality of all
citizens) and 25-A (Right to Education) of the Constitution of Pakistan; Article 25 ensures all citizens are equal
and Article 25-A guarantees all children (5-16 years of age) are provided their fundamental right to education.
Corresponding provincial education acts/laws conform to the constitutional standards to be provided by all
organs of the state.

24. Inclusive Education
4
According To UN:
Inclusive education can be understood as:
1. a fundamental human right of all persons with disabilities.
2. a means to achieve the full realization of the right to education and an indispensable means of realizing other
human rights.
3. a principle that values the well-being of all students, respects their inherent dignity and acknowledges their
needs and their ability to make a contribution to society.
4. a process that necessitates a continuing and pro-active commitment to the elimination of barriers impeding
the right to education, together with changes to culture, policy and practice of regular schools to
accommodate all students.
General Comment no. 4
Article 24
The right to inclusive education

25. Who Comes Under Inclusion
4

26. Integration of students with disabilities is not entirely new to Pakistan. Various attempts have been made in this
area with varying degrees of success. As noted in the UNESCO report the impact has however not been
especially significant.(8) Govt. of Sindh, Pakistan (4) tried an experience by setting up Special Education Units, in
a phased manner during 1982-86. In each Unit two teachers of Special Education were provided, the Units were
established in a class room adjacent to a primary school. The Unit worked well but it was realized that unless full-
fledged schools for disabled are constructed nothing better could be done. Later on, independent special schools,
were established. These schools showed better performance by feeding the special education Units with children
with disabilities who showed better performance. It was concluded that basic knowledge of special education be
provided to all the Primary and Secondary teachers of schools.
Inclusive Education In Pakistan:

27. Inclusive Education In Pakistan: Laws, Plans And Policies
Disability:
The National Policy for Persons with Disabilities 2002 specifically mentions inclusion of persons with
disabilities in the mainstream society as an objective. However, the National Plan of Action 2006 to transform
this policy into action has not been implemented effectively.
At the regional level, all four provinces have a corresponding law on disability. In particular, the Sindh
Empowerment of Persons with Disabilities Act 2018 and the Balochistan Persons with Disabilities Act 2017
mention non-discrimination in education as a major goal and specify policy guidelines to achieve it. Similarly,
the provincial government of Punjab has also implemented a programme called “Punjab Inclusive Education
Program” in two districts of the province to ensure inclusion of children with disabilities into the mainstream
schools. Currently, a provincial Inclusive Education Strategy is being developed by the School Education
Department, Government of Punjab.

28. Gender:
Article 34 of the Constitution in the Principles of Policy chapter requires the state to ensure full participation of
women in all spheres of national life, including education.
All four provincial education laws also prohibit gender-based discrimination in education. The education sector
plans of Sindh and Balochistan emphasize gender gaps in education as a potential issue and list down gender
equity as a strategic objective. Moreover, quotas have also been specified in certain public-sector higher
education institutions for female students.
There are also laws pertaining to the educational needs of gender minorities. The Transgender Persons
(Protection of Rights) Act 2018 is designed to mainstream transgender persons. The act directly prohibits
discrimination in education and establishes Right to Education and a 3 percent quota in mainstream public and
private education institutions for transgender children. It also stipulates the service-providers to ensure equal
opportunities in both academic and extra-curricular activities, such as sports, for transgender children.

29. Ethnicity and language:
For minority groups, Article 36 of the Constitution directs the state to ensure inclusion of minorities in the
mainstream. However, no explicit definition of linguistic/ethnic minorities is provided in policy documents and as
such, there are no inclusive education laws which are specifically targeting the minorities.
Poverty:
Article 37(a) of the Constitution specifies the state to promote the educational and economic interests of the
backward groups. The definition for such groups can be deduced by how the relatively recent Economic Surveys
of Pakistan (2014-present) have defined the poor. These reports have used a calorie-based poverty line to
define poor groups. Additionally, the provincial education acts of Punjab, KP and Sindh stipulates the state to
uplift children from ‘disadvantaged’ backgrounds and ensure that education facilities are not segregated/denied
to any child, irrespective of their background.

30. References:
• Analysis of Vocational Training Facilities in Pakistan and Job Adjustment Problems
of Special People
Dr. Aqila Khatoon (Ali)
Assistant Professor
Department Of Special Education, University of Karachi

31. THANK YOU