Browsing by Author "Ayesha Ather"

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    Problem faced by school leaders afor promoting inclusive education
    (University of Management and Technology, 2014) Ayesha Ather
    The purpose of the study was to find out perception of school leaders of special education about the inclusive education. On the basis of findings, researcher concluded that, majority of the leaders within special education sector are female and having experience 1 to 15 years of school leadership. Demographic variables of teachers like age, experience and qualification are not playing any significant role in perception inclusive education. A significant difference can be viewed in leaders' perception about inclusive education. Results show that leaders agree that there should be facilities for students with special needs but most of the schools don't have those facilities. Leaders think that training of teachers is very essential for inclusive education. Majority of the respondents think that both general and special educational sector can develop a collaborative team for further assistance in inclusive education. Respondents think that there must be a strong association of within teacher and parents of the special students. There is a high need of conducting awareness sessions publically in regard of inclusive education so that negativity of parents of such children can be reduced. Majority of the leaders think that special who can't cop up with the pace of general class should be teached in special education school rather that in inclusive education. To conclude, it can be said that for inclusive education lots of efforts are needed because result of the research study reveals that leaders of special education sector are still not satisfied with the inclusive education.
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    Problem faced by school leaders for promoting inclusive education
    (UMT, Lahore, 2014) Ayesha Ather
    The purpose of the study was to find out perception of school leaders of special education about the inclusive education. On the basis of findings, researcher concluded that, majority of the leaders within special education sector are female and having experience 1 to 15 years of school leadership. Demographic variables of teachers like age, experience and qualification are not playing any significant role in perception inclusive education. A significant difference can be viewed in leaders’ perception about inclusive education. Results show that leaders agree that there should be facilities for students with special needs but most of the schools don’t have those facilities. Leaders think that training of teachers is very essential for inclusive education. Majority of the respondents think that both general and special educational sector can develop a collaborative team for further assistance in inclusive education. Respondents think that there must be a strong association of within teacher and parents of the special students. There is a high need of conducting awareness sessions publically in regard of inclusive education so that negativity of parents of such children can be reduced. Majority of the leaders think that special who can’t cop up with the pace of general class should be teached in special education school rather that in inclusive education. To conclude, it can be said that for inclusive education lots of efforts are needed because result of the research study reveals that leaders of special education sector are still not satisfied with the inclusive education.