Abstract
Inclusion is a concept which views children with disabilities
as true full time participants and members of their neighborhood
schools and communities. The inclusion philosophy proposes that there
not be a range of placements but that rather all students be educated
with their peers in the same physical location. (Knight. B. A.).
Following successful implementation of inclusive concepts and
principles around the world, Pakistan is also starting to work towards
them. The population estimate for Pakistan is 164 million (July 2007).
With a conservative estimate of prevalence of disabilities (3%), about
five million persons suffer from some kind of disability. Literacy rate is
less than 4%, so out of 2.5 million more than 2.4 million are illiterate.
The state of education of children with disabilities in Pakistan is very
poor. If they have an opportunity of getting education at all, it is usually
in segregated schools, which generally offer very low level of
education. Very few mainstream schools open their doors to children
with disabilities. This paper will present a case of a mainstream school,
which practiced Inclusive Education principles. It will describe the
school’s structure, programs and some of its achievements in
implementing the Inclusive Education principles. It will also describe
some of the challenges the school faced and strategies it adopted to
overcome them. Areas where it could have improved and possible
strategies will also be discussed. This paper will highlight the
importance of Inclusive Education in Pakistan. It will share the likely
challenges that will come in the way of its implementation in Pakistani
context. It will make a strong case for Inclusive Education as a practical
idea in Pakistani schools.
Kausar Waqar. (2008) A Case of an Inclusive School: Its Features and Reasons for Failure, Journal of Research and Reflections in Education, Volume 2, Issue 1.
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