[Form No.

P-1]

Supervisor Consent Form for PhD Thesis

1. Name of the student: Rimsha Saleem

2. Degree program: PhD 3. Session: 2021-24

4. Department: Education 5. Faculty: Humanities & Social Sciences

6. Last Highest Degree: MS 7. University: Virtual University

8. CGPA (Attach Result Sheet):

Signature of student
9. I agree to supervise the above-named student

Name of the supervisor: Designation:

Department: Faculty:

University:

Signature of supervisor
10. I agree to co-supervise the above-named student

Name of the co-supervisor (if any): Designation:

Department: Faculty:

University:

Signature of co-supervisor
11. Head of the department:

Signature and date

 [Form No. P-2]

Framing National Professional Standards for Special Education Teachers at

Secondary Level in Pakistan

By

Rimsha Saleem
1) Registration #: -----huss212700017-----------------------------------------------------------------
2) Degree Program: --PhD----------------------------------------------------------------
3) Department: --Education--------------------------------------------------------------------------
4) Faculty: ----Humanities & Social Sciences---------------------------------------------------------------------
5) Supervisor Name: -----Naeem Ullah---------------------------------------------
6) Degree Enrollment Semester: --1st-------------------------------------------
7) First Time Thesis/Dissertation Enrollment Semester: ---3rd --
8) Freezed or Missed Semester: -----------No---------------------------------------------
9) Semester in Which Supervisor was Allotted: ----3rd -------------
10) Expected Thesis Completion Semester: -----6th ---------------------
11) Date of Synopsis Submission to the Department: --------------
12) Date of Approval from DGRC: -------------------------------------------------------------

Scholar’s Signature Supervisor’s Signature Signature of the Convener DGRC

Signature of the Coordinator BASR

Date of submission to the Directorate of BASR.…………………………………...……………..

Date of Approval by BASR …………………………………………………………………………
 1. Description of the Research Work
A great nation doesn't waste its talents, uses the economics for great investment in
education, and takes advantage of every source. It values every individual effort and has the aim
of getting some effort for future generations (Thurow, L. C., & Cunningham, J. (1999). To make
this reality, the world has been busy giving attention to multiple projects. The similar thing is
that every nation agrees to invest, innovate, save, and invest in their talents in the field of
education and get benefits (Bugg-Levine, A., & Emerson, J. (2011). One of these aspects is that
they are focusing from the second half of the last century back on special children, the children
with disabilities (Hayhoe, S. (2014). Although they have some disabilities, nations are proving
that those have equal rights to grow because their single disability cannot curb their exceptional
talents or passion for doing some for their country in the field of education.

The country needs to value exceptional children in order to advance. The field of special
education needs for special knowledge and abilities (Kirk, S., Gallagher, J. J., & Coleman, M. R.
(2022). For students with special needs a high-quality education, it is essential to have a staff of
qualified special education teachers and teacher educators (Hornby, G., & Hornby, G. (2014).
Throughout history, special education has been largely neglected. Now, by UNHR Article 26, it
is implemented that everyone has the right to education. In SDG 4, everyone has the right to
quality and equity in education. So, it is necessary to focus on the quality of special education
and special educators in today's world. It will support those children in achieving their goals, and
progress our country. There must be some standards or criteria that will match the quality of
special education with special educators.

For getting quality education for special children, there is a need for quality instruction,
content, teaching methods, classroom environment, and fulfilment of their needs according to
their disability (Al Hazmi, A. N., & Ahmad, A. C. (2018). These can only be possible if there are
some standards at the national level.

If we look around the world, some developed countries are playing their role in providing
quality education for special children. We can take an example from the USA, where the
Individuals with Disabilities Education Act (IDEA) establishes federal standards for special
education programs and supports (Aron, L., & Loprest, P. (2012). For special education teachers,
there are established professional standards set by the Council for Exceptional Children (CEC).
In the United Kingdom, the Department for Education (DfE) offers recommendations for helping
students with special educational needs and disabilities (SEND) (Coates, J. K., Harris, J., &
Waring, M. (2020). To get competent teachers, particularly those working in special education,
they have also created professional standards. Canada's regions and provinces have different
policies and requirements for special education. The Canadian Association of Educators of the
Deaf and Hard of Hearing (CAEDHH) and the Council of Provincial Associations of
Psychologists (CPAP) have developed professional standards for special educators. All teachers
in Australia, particularly those who work with special needs students, are bound by the
Australian Professional Standards for Teachers (APST) (Beamish, W., Basham, J. D., &
Vasquez III, E. (2022). To promote inclusiveness and access for students with disabilities, the
nation has also developed the Disability Standards for Education.

These are standards at the international level. But the need for these special standards in
our country is that they will be according to the nation’s geographical, economic, and
sociological suitability. Every country differs in its budget level, geographical location, and other
specific conditions. This is the reason we cannot borrow NPS from any other country. These
should be established according to the context of any country.

2. Need and Significance of the Research

For getting quality education for special children, there is a need for quality instruction,
content, teaching methods, classroom environment, and fulfilment of their needs according to
their disability (Al Hazmi, A. N., & Ahmad, A. C. (2018). These can only be possible if there are
some standards at the national level. Although some standards are fixed for the teachers in
Pakistan that is named as national professional standards. there are some standards at the
international level. But the need for these special standards in our country is that they will be
according to the nation’s geographical, economic, and sociological suitability. Every country
differs in its budget level, geographical location, and other specific conditions.

Rationale:
To encourage inclusive education and ensure high-quality learning opportunities for
children with disabilities, Pakistan need to create national professional standards for special
education teachers. These standards will promote the development of inclusive practices,
improve the abilities of students with disabilities, and promote their full participation in society.
By implementing all of this into practice, Pakistan could assist all students achieve their full
potential while fostering more creativity, productivity, and national advancement.

Purpose Statement:

The statement of my research topic is “Framing National Professional Standards for

Special Education Teachers at secondary level in Pakistan”. The purpose of this research is to
develop national professional standards for special education teachers. This mixed-methods
research will follow a sequential exploration design. It will be divided into two stages. In the first
stage, we will complete checklist and observe the special students who will enrolled in special
education institutes. This stage also collected questionnaires from special education teachers and
will analysis with SPPS. The second stage will consist of the development of national
professional standards for special education teachers. It will further collect data from experts
through focus group interviews and structured interviews. It will validate the measurement of
responses by NVIVO and other software. One type of research is insufficient to meet research
needs. This is the main reason we collected data in both forms. We used quantitative form to
know the competencies level of special teachers for instructions, and there is a need of
qualitative form for detailed discussion of needs with experts and further development of
national professional standards for special education teachers in Pakistan that may follow the
basic framework that is used at the international level but consider Pakistan’s context.

2.1: Research Objectives

 To identify the teaching competency of special education teachers in Pakistan
 To identify the needs of special education teachers in Pakistan
 To develop National professional standards for special education teachers for
improving quality of education in Pakistan

2.2 Research Questions:

 What basic competencies and expertise are needed for special education teachers to
meet the needs of special children in Pakistan?
  What are the needs of special education teachers in Pakistan
 Which model we can use for special education teachers to improve the quality of
education for special children in Pakistan?
3. Review of Literature
Education;

Education means acquiring training consists on knowledge, skills and character building,
this structural plan organized by the state for its citizens. For meeting society’s need, civilization,
and welfare, the process of training is arranged (Kolb, D. A. (2014). This is generally considered
essential for all normal people.
Education as Universal Law:
The Universal Declaration of Human Rights, which became law in 1948, states in Article
26 that "Everyone has a fundamental right to education." A worldwide program that first
appeared at the "World Conference on Education for All" (Jomtien, Thailand, 1990) by the
World Bank, UNDP, UNFPA, UNICEF, and UNESCO.
MDG’s;
The United Nations established eight globally goals known as the Millennium
Development Goals (MDGs) in the year 2000. According to MDG 2 by 2015, all boys and girls
globally were supposed to have completed a full primary schooling. Not all of the 2015
deadline's MDG education objectives were completely met. The Sustainable Development Goals
(SDGs), which continue to emphasize education as a fundamental human right and a crucial
component of sustainable development, represent a few of the efforts that arose out of the MDGs
(Nelson, P. J. (2021).
SDG’S:
The United Nations adopted the 17 Sustainable Development Goals in September 2015,
and Goal 4 is about adequate education (Annan-Diab, F., & Molinari, C. (2017). "Ensure quality
education that is equitable and inclusive and support lifelong learning opportunities for all" is the
full title of SDG 4. SDG 4 promotes the inclusiveness in education. The SDGs stress the
significance of education as a fundamental right and an essential component to sustainable
development, including special education and inclusive education (M. P., Saloviita, T., &
Tracey, D. (2020).
Inclusive education:
It emphasizes the value of inclusive education, which attempts to provide equal
opportunity for students from all backgrounds and abilities. An inclusive learning environment
where all learners can contribute and succeed is what an inclusive school aims to achieve
(Sorkos, G., & Hajisoteriou, C. (2021). The availability of specialized support, resources, and
skilled teachers for children with disabilities or special educational needs is emphasized as a vital
component of SDG 4's quality education goal. By emphasizing these elements, in line with the
inclusive education principles, SDG 4 promotes equal opportunity for high-quality educational
possibilities for all people (Singh, H., & Singh, J. (2023). It also strives to establish an
educational system which meets the different educational needs of all learners.
Special Education;
In a state, there is human diversity in all aspects. So, in this advanced era, for the purpose
of making useful those students who have a disability or disorder in their physically,
psychologically, or socially, A system of education is designed for those in what is called special
education. Special education is the practice of educating students in a way that accommodates
their individual differences, disabilities, and special needs (Florian, L. (2008). This involves the
individually planned and systematically monitored arrangement of teaching procedures, adapted
equipment and materials, and accessible settings.
It is believed that there is a separate category of students with "special educational needs"
and are often referred to as "special needs children" in special education, including special
schools, special educational needs, and special needs (Avramidis, E., Bayliss, P., & Burden, R.
(2000
What may be referred to as exceptional is actually an ordinary learning need. An ordinary
need could include, for example, having the capacity to understand what the teacher is saying, to
access reading materials, or to enter the educational institution. believe that "special equipment,"
"special environments," "special instructors," and "special methods" are required for those
children (Ibrahimi, F. (2021).
Linkage between inclusive and special education:
The inclusion of individuals with disabilities and the concept of "special educational
needs" are still closely linked to inclusive education. It has been claimed that those with
disabilities are the ones who are dropped from education the most commonly (., Armstrong, A.
C., & Spandagou, I. (2011).
Legal consideration of Special education:
Disability advocacy organizations worked to have those who have disabilities clearly
mentioned in all human rights documents, highlighting their right to education regardless of the
severity or kind of their impairments (Lawson, A., & Beckett, A. E. (2021).
The World Program of Action (1982), the Standard Regulations on Equalization of
Opportunities for Persons with Disabilities (1993), and the Statement of Salamanca and
Framework for Action (1994) were three prior texts that paved the way. The Plan for Action and
Salamanca Statement This expresses the following inclusion principles in particular: Children
have a wide range of special traits and requirements. Differences are normal. Every student must
be supported in schools.
According to Article # 24:
In communities where they live, children with impairments have equal access to
accessible, high-quality, free primary and secondary education, and no one with a disability is
ever refused admission to the general education system on the basis of their impairment (Rieser,
R. (2012).
Disability awareness programs should be included in all staff and professional
development programs, and instructors with disabilities and those skilled in sign language,
Braille, or both should be hired (Ahsan, T., & Sharma, U. (2018). Equal opportunity for lifelong
learning, including postsecondary and professional training, should be offered to those with
disabilities.
Actually, a disability is just a little aspect of the child. The majority of a child's traits and
qualities are similar to those of any other child: all of them want to make the child "normal"
rather than valuing their unique strengths and characteristics. They also all desire to be adored
and part of their community (Singh, J. D. (2016).
Quality for special education:

According to SDG #4, everyone has the right to equality and quality education. Their
diversity will not be affected by their rights. Any diversity, disability, uniqueness, or difference
will not affect it (Gupta, A., & Priyadarshi, P. (2020). The state takes many excellent steps to
improve the quality of education for ordinary children. It’s the equal right of special children to
fulfil their needs according to their context. They have equal rights to quality education (De
Beco, G. (2018).

4. Researc Methodology
Research Design
In Mix method research sequential Quan-qual (explanatory to exploratory) design will be followed.
Population
According to Ary (2014), the population for the study will be all of the participants who belongs
to the chosen region of study. According to Sekaran, the population as a whole is a collection of people,
elements under research, acts, or significant variables that the researcher desires to analyze. The
individuals who follow will be included as part of the research study's population:
1. All the Head Teachers of Special Education Institutes of Southern Punjab
2. All the Teachers of Special Education Institutes of Southern Punjab
3. All the Special Students of Special Education Institutes of Southern Punjab

Sample:
The sample is the selection of an adequate number of individuals from the population to ensure the study
of the sample as well as an understanding of its attributes or characteristics allows us to generalize such
characteristics or qualities to the members of the population.
Sampling:
The process of staking sample from population by using appropriate sampling technique is called
sampling. In this study we will use the multi-stage cluster random sampling technique. The whole
population would be divided into four divisions/clusters which are as follows: 1) Multan 2)
Bahawalpur 3) Bahawalnagar 4) D.G. Khan. In second stage of cluster sampling we will take Bahawalpur
division and it will be divided into four districts. In third stage of cluster sampling it will be divided into
four divisions of Rahim Yar Khan District.
Sampling size:
In all over Punjab here are 171 institutes for special education students. There is total enrollment of
special education need children is 38000. Sample size will be 5% of the total population of the institutes
of special education located in southern Punjab.
Research Tools:
This research will be consisted on these tools.
Questionnaires
After extensive literature review, questionnaires will be designed for checking the competencies
of teachers for dealing with special students and checking their instructions. The questionnaires will
comprise almost 40 statements. after developing these questionnaires, will be shared with different
experts. After hearing their valuable opinions and views, these will be modified.
Interviews
A structured, well-planned, relevant interview will be prepared for teachers. and will be cross-
checked by experts. After their edits, it will be finalized.
Observation
Observation tool will be used for special children who will be admitted in special schools.
Validation of Research Tools:
For the validation of research tool researcher will distribute the first draft of the
questionnaire to the experts. In the light of their feedback, some statements will be deleted and some
will be modified. The final draft of the questionnaire will be applied to check the validity of the tool.
After the completion of the pilot testing, we will apply it to our population.
Checking Reliability of research Tools:
Chron-Batch Alpha software will be used for checking reliability of tools.
Data Collection:
In quantitative research, the questionnaire is regarded as the right research tool for data collection,
whereas in qualitative research, the interview procedure and observation regarded as adequate research
tools. For the proposed study, the following research tools will be developed. The researcher will
personally visit the special education schools and collect the relevant data for this study.
1. The questionnaire for Teachers & Heads
2. The Interview from special education Teachers & Heads
3. Observation of all special students
Data Analysis:
For this study, we are using a mixed-methods approach and an explanatory sequential design. So,
we will follow the Quan-qual sequence: all the quantitative data will be analyzed using SPSS, and for the
purpose of analyzing qualitative data, we will use NVIVO-12.
Delimitation:
First of all, due to limited time, the study is going to concentrate at a particular period of time,
which might limit the examination of long-term results. Second, due to shortages of resources, the study
will focus on Punjab province and within the region of southern Punjab Pakistan rather than the whole
state.
5. Expected Outcomes of the Research
This study will identify the special education teacher competencies, and identify issues and
requirements in special education institutions in southern Punjab, Pakistan. The National
professional of standards for special education teachers will be prepared. These will be highly
acceptable and play crucial role for enhancing the quality of special education. They will be helpful
in practicing special education. Morover, these will enhance the performances and achivements of
special education childern. An overall positive impact will be created in our society.

6. References
Ahsan, T., & Sharma, U. (2018)

Al Hazmi, A. N., & Ahmad, A. C. (2018). Universal Design for Learning to Support Access to the

General Education Curriculum for Students with Intellectual Disabilities. World Journal of

Education, 8(2), 66-72.

Annan-Diab, F., & Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education

for sustainability and for the Sustainable Development Goals. The International Journal of

Management Education, 15(2), 73-83.

Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: By choice or by

chance?. International journal of inclusive education, 15(1), 29-39.

Aron, L., & Loprest, P. (2012). Disability and the education system. The future of Children, 97-122.

Avramidis, E., Bayliss, P., & Burden, R. (2000). Student teachers’ attitudes towards the inclusion of

children with special educational needs in the ordinary school. Teaching and teacher

education, 16(3), 277-293.

Beamish, W., Basham, J. D., & Vasquez III, E. (2022). Professional Learning for Australian Teachers

Educating Students with ASD. Promoting Collaborative Learning Cultures to Help Teachers Support

Students with Autism Spectrum Disorder, 251.

Bruns, B., & Rakotomalala, R. (2003). Achieving universal primary education by 2015: A chance for

every child (Vol. 1). World Bank Publications.

Bugg-Levine, A., & Emerson, J. (2011). Impact investing: Transforming how we make money while

making a difference. John Wiley & Sons.

Cheak‐Zamora, N. C., Teti, M., & First, J. (2015). ‘Transitions are scary for our kids, and they're scary

for us’: Family member and youth perspectives on the challenges of transitioning to adulthood with

autism. Journal of Applied Research in Intellectual Disabilities, 28(6), 548-560.

Coates, J. K., Harris, J., & Waring, M. (2020). The effectiveness of a special school experience for

improving preservice teachers’ efficacy to teach children with special educational needs and

disabilities. British Educational Research Journal, 46(5), 909-928.

De Beco, G. (2018). The right to inclusive education: why is there so much opposition to its

implementation?. International Journal of Law in Context, 14(3), 396-415.

De Vroey, A., Struyf, E., & Petry, K. (2016). Secondary schools included: a literature

review. International journal of inclusive education, 20(2), 109-135.

Florian, L. (2008). Inclusion: special or inclusive education: future trends. British journal of special

education, 35(4), 202-208.

Gupta, A., & Priyadarshi, P. (2020). When affirmative action is not enough: challenges in career

development of persons with disability. Equality, Diversity and Inclusion: An International

Journal, 39(6), 617-639.

Harry, B., & Klingner, J. (2022). Why are So Many Students of Color in Special Education?:

Understanding Race and Disability in Schools. Teachers College Press.

Hayhoe, S. (2014). The need for inclusive accessible technologies for students with disabilities and

learning difficulties.

Helena Martins, M., Borges, M. L., & Gonçalves, T. (2018). Attitudes towards inclusion in higher

education in a Portuguese university. International Journal of Inclusive Education, 22(5), 527-542.

Hornby, G., & Hornby, G. (2014). Inclusive special education: The need for a new theory. Inclusive

Special Education: Evidence-Based Practices for Children with Special Needs and Disabilities, 1-18.

Ibrahimi, F. (2021). UNDERSTANDING INCLUSIVE EDUCATION AND ITS IMPACT ON

ARCHITECTURE. Journal of Applied Sciences-SUT, 7(13-14), 34-45.

Kirk, S., Gallagher, J. J., & Coleman, M. R. (2022). Educating exceptional children. Cengage

Learning.

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT

press.

Lawson, A., & Beckett, A. E. (2021). The social and human rights models of disability: towards a

complementarity thesis. The International Journal of Human Rights, 25(2), 348-379.

Lomazzi, M., Borisch, B., & Laaser, U. (2014). The Millennium Development Goals: experiences,

achievements and what's next. Global health action, 7(1), 23695.

Medina-García, M., Doña-Toledo, L., & Higueras-Rodríguez, L. (2020). Equal opportunities in an

inclusive and sustainable education system: An explanatory model. Sustainability, 12(11), 4626.

Murray, J. J., Snoddon, K., De Meulder, M., & Underwood, K. (2020). Intersectional inclusion for deaf

learners: moving beyond General Comment no. 4 on Article 24 of the United Nations Convention on

the Rights of Persons with Disabilities. International Journal of Inclusive Education, 24(7), 691-705.

Nelson, P. J. (2021). Global Development and Human Rights: The Sustainable Development Goals

and Beyond. University of Toronto Press.

Nketsia, W., Opoku, M. P., Saloviita, T., & Tracey, D. (2020). Teacher educators’ and teacher

trainees’ perspective on teacher training for sustainable development. Journal of Teacher Education

for Sustainability, 22(1), 49-65.

Orr, K., Tamminen, K. A., Sweet, S. N., Tomasone, J. R., & Arbour-Nicitopoulos, K. P. (2018). “I’ve

had bad experiences with team sport”: Sport participation, peer need-thwarting, and need-supporting

behaviors among youth identifying with physical disability. Adapted Physical Activity Quarterly, 35(1),

36-56.

Pre‐service teachers’ attitudes towards inclusion of students with high support needs in regular

classrooms in Bangladesh. British Journal of Special Education, 45(1), 81-97.

Rieser, R. (2012). Implementing inclusive education: a Commonwealth guide to implementing Article

24 of the UN Convention on the Rights of Persons with Disabilities. Commonwealth Secretariat.

7. Appendix
7.1: TURNITIN Originality Report (Attach with signature of supervisor and student)
Turnitin Originality Report
Synopsis Tittle Framing National Professional Standards for Special Education Teachers at

Secondary Level in Pakistan

Scholar’s Name: Rimsha Saleem

Institution: KFUEIT, RYK, Punjab, Pakistan