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Item The views of the parents for the educational placement of children with mental retardation in regular schools(UMT.Lahore, 2011) RAZIA SULTANAInclusive education is an emerging trend at international level. In regular schools children with mental retardation gets opportunity of rich experiences with their none disable peers, experience as an active agent of society.This study was conducted to know “The views of parents about the educational placement of their children with mental retardation in regular schools”. In Pakistan there is little number of children with mental retardation in regular schools. The study intended to know whether parents do not want to send their children in regular schools or there is any other reason behind. For the purpose of this study researcher developed a questionnaire on the basis of literature review, and was pilot tested on 30 parents. Then was field tested on 150 parents with 36 questions.20questions were asked about special education and 16 questions about inclusive education. Following variables were included in questionnaire, education, age, and gender of the parents. Coding of the variables age, education and gender was done. Analysis of the study shows that the majority of the parents were found in favor of the educational placement of their children with mental retardation in regular schools, keeping in view the better learning of the socialization, grooming and academic skills.Item A study of classroom behavior management techniques for the children with autism(UMT.Lahore, 2011) MEHWISH AHSENClassroom management strategies designed to improve the problem behavior directly affects the student achievement. The topic of the research was “A study of the classroom behavior management techniques for the children with autism” The purpose of the study was to find the behavior problems of the children with autism exhibited in the classroom and to find the most appropriate therapy for the children with autism in classroom. The objectives of the research were to know the behavior problems exhibited by the children with autism, to find the most appropriate classroom behavior management technique/therapy used for the children with autism and to know how behavior management techniques enhance the learning of the student with autism The present research was descriptive. The researcher developed two questionnaires with the help of thesis committee .Questionnaire 1 was related to the behavioral problems exhibited in the classroom. Where as Questionnaire 2 consisted on the therapies/techniques used in the classroom .Data were collected through convenient and snow ball sampling techniques from 100 teachers of the children with autism. Then data were analyzed statistically and conclusions were drawn. The results showed that most of the students with autism have social problems such as no peer interaction, poor eye contact as well as they show aggression in normal situation. Most of them have stereotype behaviors such as hand movements and body rocking during classroom activities. The Over Correction Technique reduces the self injurious behavior and throwing objects in the classroom and Structured Daily Routine helped the students to learn the classroom discipline. Modeling technique and physical therapy increase the positive behavior and reduced the hyperactivity in autistic children. Ignore technique decreases the undesirable behavior. Classroom management training reduced body rocking and repetitive behavior. Further music therapy increased on seat behavior. Self management technique can reduce fear of new environment. This research revealed the significant difference between the teacher experiences and applied behavior analysis.Item An investigation of the relationship between governance, decision making and school effectiveness(UMT.Lahore, 2011) Sajida MukhtarThe purpose of this study was to find the relationship between governance, decision-making and particular indicators of school effectiveness, connected with parental involvement, professional development of teachers, planning, budgeting, facilities, resources and student outcomes. A total of thirty high schools, in the city area of Lahore, representing different governance procedures, were taken as sample, utilizing quantitative and qualitative approaches including questionnaire, semi-structured interview and document review, focussng on the principals, teachers, parents and the students.The results indicated similar approaches and constraints on governance/decision-making across the thirty schools. No apparent relationship between type of governance and school effectiveness was established. Variety of governance structures could not seem to have any major impact on different school effectiveness indicators.Ccooperative governance seems to have a successful effect, which may continue for the flourishment of educatin sector and the betterment of the education department. A clear finding, however, is that a principal is the core of a school management, not only for his structural and hierarchical role but for the way he/she administers the school governance keeping a close eye on each and every aspect of his responsibilities so that his/her institution could come up with the best results both academic and cocurricular, congenial and harmonious environment and a high profile repute among the masses of atleast the vicinity.The principals’ roles were thus, critical in the governance of their educational institutions, perceiving and enacting diligently in the decision-making, taking care of the functions of other stakeholders, at the same time.The findings of this study, as of other studies, were inconclusive on relationships between other structural governance factors and school effectiveness indicators, and suggest that the Principal's impact on such indicators, as student outcomes, may be significant but indirect. The study findings do, however, support other findings on the importance of the Principal's role - the perception of those and the roles of others related to it, their personal and professional capabilities, and the extent to which they lead and involve others collaboratively in school governance and decision-making.