Browsing by Author "SAIMA SHIRAZI"

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    A study of voices of students with special needs in inclusive classrooms
    (UMT, Lahore, 2015) SAIMA SHIRAZI
    This research was conducted to pinpoint the challenges faced by students with special needs in inclusive classrooms. The study highlighted the major problems including social, emotional and academic problems, faced by SWSN in inclusive classroom and recommended the possible solutions. The study was conducted in two phases consisting of observations and interviews as tools of data collection. The study further focused on parameters such as classroom environment, peer pressure, teacher behavior, curriculum needs and financial backgrounds of students. This study concludes that although SWSN face some common problems, but they develop a better sense of belonging and confidence if they become a part of inclusive classrooms. This study was conducted in the schools of Lahore, city of Punjab for the purpose of understanding the needs of special students in inclusive classrooms. The data were collected from various selected institutes with inclusive education in Lahore city. The first hand data collection allowed a detailed analysis of the unique challenges faced by SWSN and facilitated in drawing the conclusions which helped predict the best possible solutions for these problems.
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    EFfectiveness of the curriculum taught in government institutions for mentally challenged children in lahore
    (UMT.Lahore, 2017) SAIMA SHIRAZI
    The goal of special education in the current era is more towards effectiveness rather than access. The analysis of the effectiveness of curriculum and other procedures employed for teaching is of paramount importance. The research conducted currently was aimed to find the effectiveness of curriculum for mentally challenged children in government schools. The objectives of the study included the intended to investigate the effectiveness of mentally challenged children in government schools of Lahore. The study will also explore and compare the perception of parents and teachers about the effectiveness of curriculum. Furthermore, the study will highlight the gaps in implementation of curriculum and lastly, the differences in curriculum effectiveness on the basis of school years, the children have attended, will also be underlined. Case study design was triangulation method research. Fifteen cases were selected, and data was collected by using a checklist filled by their teachers, parents and after that the observations of MCC were recorded to compare the responses of parents and teachers and to pinpoint the gaps in implementation of curriculum effectively. The data was analyzed qualitatively by using thematic analysis. The frequencies were also calculated to report the results of checklist. The data analysis is comprised in two sections. First section is explaining the descriptive information about the sample of the study. The second section will answer the research questions one by one. According to the checklist’s results there was no significance difference between the opinions of parents and teachers. According to qualitative results, teaching method, teacher’s behaviour, & poor interaction with their students are the main gaps in implementation of curriculum goals. The researcher suggested the use of technology, alternate teaching strategies, increased maturity level of teachers, interaction with students needs further improvement, and a solid monitoring techniques for this system.