INCLUSIVE EDUCATION

Disability Equality Training (DET)

OMER PERVAIZ (HEERA)

(Omerpervaizmalik@gmail.com)
Certified Trainer

Omer Pervaiz
Disability

Omer Pervaiz
Anything Wrong?

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What is the Problem?

Where is the Problem? Omer Pervaiz

 Disability: Participation Restriction

results from the interaction between

persons with impairments and
attitudinal and environmental
barriers that hinders their full and
effective participation in society on
an equal basis with others (UN CRPD)

Omer Pervaiz
 IE v.s SP

Special Education
Special education is specially designed instruction support and services provided
to students with and identified disability requiring an individually designed
instructional program to meet their unique learning needs

Inclusive Education
Inclusive education means that all students attend and are welcomed by their
neighborhood schools in age-appropriate, regular classes and are supported
to learn, contribute and participate in all aspects of the life of the school.

Integrated Education
Integrated education means disabled people of all ages and/or those learners with
special educational needs lablels being placed in mainstream education
settings with some adaptations and resources, but on condition that the
disabled person can fit in with pre-existing structures, attitudes and unaltered
environment.
Omer Pervaiz
 Legislation
National Laws
1. Employment and Rehabilitation ordinance 1981.
2. National Policy 2002
3. National Plan of Action 2006
4. ICT Rights of Person with disabilities 2019

International Commitments.
5. UNCRPD
6. Sustainable Development Goals.

Provincial Laws
7. Disabled persons (employment and rehabilitation) (amendment) act 2012
8. Sindh Empowerment of 'Persons with Disabilities' Act, 2018
9. The Balochistan Persons with Disabilities Act, No II of 2017
10. Gilgit Baltistan Persons with Disability Act 2018

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 CT Rights of Person with
disabilities 2019
9. Equity in Education. (1) The Government shall take all necessary measure to that persons with
disabilities are afforded equal rights to access educational institutions and shall be provided with
appropriate facilities for their education without any discrimination.
(2) The Government shall provide free pre-primary to higher education to person with disabilities.
(3) The Government shall take necessary measures to establish special education institutions for
person with moderate to severe disabilities to cater to their special needs in addition to making
other institutional reasonably equipped and staffed to provide appropriate facilities for inclusive
education to such persons in those general educational institutions.
(4) Persons with disabilities shall not be denied admission into any education institution, whether
state owned or private, on ground of their disabilities.
(5) It shall be illegal for an institution and its staff members to discriminate against or abuse or
otherwise violate rights of a person with disability at his place of education for which both the
institution and such violating person shall be punished.
(6) The Government shall ensure inclusive education focusing on personality development, creativity
and strengthening of physical and mental capabilities of person with disabilities.
(7) Reasonable and appropriate accommodation shall be provided to person with disabilities in
educational institutions including hostels, where applicable.
(8) The Government shall establish adequate dedicated and general facilities for teacher training with
a view to train adequate number of specially trained teachers equipped with skills to teach students
with various disabilities.
(9) The Government shall ensure that all persons with disabilities are given full access to all modes
and means of education including but not limited to vocational training online education distance
learning and adult education;.
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 UNCRPD: Article 24
• 2. In realizing this right, States Parties shall ensure that:
a) Persons with disabilities are not excluded from the general education system on the basis of disability,
and that children with disabilities are not excluded from free and compulsory primary education, or from
secondary education, on the basis of disability;
b) Persons with disabilities can access an inclusive, quality and free primary education and secondary
education on an equal basis with others in the communities in which they live;
c) Reasonable accommodation of the individual’s requirements is provided;
d) Persons with disabilities receive the support required, within the general education system, to facilitate
their effective education;
e) Effective individualized support measures are provided in environments that maximize academic and
social development, consistent with the goal of full inclusion.
3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full
and equal participation in education and as members of the community. To this end, States Parties shall take
appropriate measures, including:
a) Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and
formats of communication and orientation and mobility skills, and facilitating peer support and mentoring;
b) Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf
community;
c) Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is
delivered in the most appropriate languages and modes and means of communication for the individual, and in
environments which maximize academic and social development.
Omer Pervaiz
 SDG 4 & Inclusive Education
• SDG 4: Ensure inclusive and equitable
quality education and promote lifelong
learning opportunities for all
• The SDG Targets
1. 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality
primary and secondary education leading to relevant and effective learning
outcomes.
2. 4.5 By 2030, eliminate gender disparities in education and ensure equal access
to all levels of education and vocational training for the vulnerable, including
persons with disabilities, indigenous peoples, and children in vulnerable
situations
3. 4.a Build and upgrade education facilities that are child, disability and gender
sensitive and provide safe, non-violent, inclusive and effective learning
environments for all
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 Challenges in Our Society
• Attitudinal
• Communication
• Physical
• Policy
• Programmatic
• Social
• Transportation

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 Punjab Inclusive Education Policy
Punjab Government launched a pilot project (Punjab Inclusive Education Project) in Bahawalpur and
Muzaffargarh Districts with a cost of Rs. 188.235million during the financial year 2015-2016.
The major components of projects include identification of potential children, screening &
placement in schools, monitoring & retaining of enrolled children, teachers’ training, enhancing
school infrastructure, provision of assistive devices and strengthening of Tehsil level Special
Education Centers.
Inclusive Voucher Programme has been initiated in PEF Partner Schools in 07 districts offering
additional voucher (Over and above the existing one), Provision of assistive devices, teachers’
training and provision of enabling infrastructure.
Inclusive Education is an integral component of all teacher training programmes at QAED and
Special Education Department’s Training Centers but the training modules should be realigned
with the international practices
A CRPD cell has been established in the Special Education Department to serve as a Provincial
Resource Centre for information relating to the CRPD
For implementation of Inclusive Education, the Special Education Department had formulated
training modules and Training Programmes for Special Education Teachers. These training
programmes were successfully carried out at Government In-Service Training College for the
Teachers of Disabled Children, Lahore.
Omer Pervaiz
 Behavior Change Strategy For
Inclusive Education
Owing to unmindful of fruitful benefits of
inclusion institutional, negligence prevails at all
level which has hindered the way of inclusion.

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1- Planning and reflection
imparting inclusive education

2- Curriculum – Challenges and

possibilities for inclusion

3- Inclusive approaches to
assessment and evaluation
Exercise Omer Pervaiz
Conclusion

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