Review of Sonia Ijaz Haider’s article on “Pakistan teachers’ attitude towards inclusion of students with special educational needs” published in quarterly (July-September 2008)Pakistan Journal of Medical Sciences

Main points covered by the researcher/author within the research/article Objective Introduction Methodology Using tool of questionnaire/Asked questions Results/Findings Points for discussion on the basis of findings LIMITATIONS OF THE STUDY/RESEARCH Conclusion

OBJECTIVE The main objective of the research of/by the author was to explore classroom teachers attitude towards inclusion of students with special educational needs in mainstream classrooms and collaboration between the classrooms and special education teachers in Pakistan.

Introduction In her introductory remarks within the published article,the researcher/author says that inclusive education is a concept that allows students with special needs to be placed and receive instruction in the mainstream classes and being taught by mainstream teachers. The author’s study focused only on primary private classroom teachers in Lahore, Pakistan. The following research inquiry was the focus of the study of the author: What is the classroom teachers attitude towards inclusion of education of students with Special Educational Needs(SEN)? To what extent collaboration exists between the classroom and special education teachers in mainsteam classrooms in Pakistan?

Methodology The author used the methodology of descriptive study by involving mainstream classroom teachers and special education teachers. The author’s study focused on four schools in the city of Lahore. The author chose those schools which provided primary and secondary years of schooling to their students.The average class size in both schools was twenty students with one teacher. The author got the services of one hundred teachers from four schools(95 women and 5 men)who actually participated in such activity. The first group comprised of 50 mainstream classroom teachers-48 women and 2 men.These teachers had degrees of bachelors and masters in science, commerce or arts subjects.

The second group ws also made up of 50 teachers-47 women and 3 men. They were teaching in the same schools as special education teachers. The special education teachers who participated in the study had a teaching certificate in special education along with three years’ or mor experience of teaching students with special needs. All the one hundred teachers who agreed initially to participate in the study,returned the completed questionnaire(response rate of 100%). The author conducted the necessary survey on the attitudes and knowledge of school teachers regarding inclusive education on the basis of her developed 18 questions. The author, then analyzed the data(received through responses from teachers on the questions)using descriptive statistics in the form of percentages based on three categories: Agree,uncertain,disagree.

ASKED QUESTIONS/TOOL Teachers’ perception towards inclusive education(8 questions) 1.Students with special needs are academically better in inclusive classrooms? 2.Students with special needs must be integrated into the regular community. 3.In order to achieve the highest level of inclusion,it is necessary for students with special needs to be placed in regular classes with back-up support. 4.The placement of students with special needs in regular classes negatively affects the academics performance of mainstream students. 5.The academically talented students will be isolated in the inclusive classrooms. 6.Students with special needs will benefit from the inclusive program in regular class rooms. 7.Students with special needs have the right to receive an education in mainstream classes. 8.Students with special needs will not be labeled as “stupid”, or “hopeless” when placed in regular classes.

Collaboration between mainstream & special edu teachers (5 Qs-) 9.Special needs teachers and regular teachers need to work together in order to teach students with special needs in inclusive classrooms 10.Although the inclusive education is a good concept,its implementation is ineffective due to objections from the mainstream classroom teachers. 11.Mainstream classroom teachers have a main responsibility towards the students with special needs placed in their classrooms. 12.The presence of a special education teacher in the regular classroom could raise difficulties in determining who really is responsible for the special students. 13.The special education teacher only helps the students with special needs.

Strategies to improve inclusive education(5 Qs) 14.Mainstream classroom teachers have the training and skills to teach special needs students 15.Special needs students need extra help and attention. 16.Students with special needs committed more disciplinary problems compared to the regular students. 17.Mainstream classroom teachers received little help from the special needs teachers. 18.Although inclusive education is important,the resources for the students with special needs in a mainstream classroom are limited.

FINDINGS/RESULTS S#Question Agree(%)Uncertain(%)Disagree(%) 1 Students with special needs are academically better in inclusive classrooms? Students with special needs must be integrated into the regular community? In order to achieve the highest level of inclusion, it is necessary for students with special needs to be placed in regular classes with back up support The placement of students with special needs in regular classes negatively affects the academies performance of mainstam students The academically talented students will, be isolated in the inclusive classrooms Students with special needs will benefit from the inclusive program in regular class rooms Students with special needs have the right to receive an education in mainstream classes Students with special needs will not be labeled as “stupid”, or “hopeless” when placed in regular classes Special needs teachers and regular teachers need to work together in order to teach students with special needs in inclusive classrooms Although the inclusive education is a good concept, its implementation is ineffective due to objections from the mainstream classroom teachers

11 11.Mainstream classroom teachers have a main responsibility towards the students with special needs placed in their classrooms The presence of special education teacher in the regular classroom could raise difficulties in determining who really is responsible for the special students The special education teacher only helps the students with special needs Mainstream classroom teachers have the training and skills to teach special needs students Special needs students need extra help and attention Students with special needs committed more disciplinary problems compared to the regular students Mainstream classroom teachers received little help from the special needs teachers Although inclusive education is important, the resources fort the students with special needs in a mainstreamc classrom are limited

POINTS FOR DISCUSSION ON THE BASIS OF FINDINGS - Based on the results of the study, in general, the author received a positive response from the teachers in the efforts to implement the inclusive programme. -More specificallly, it was found that teachers with experience in working with children with SEN held more positive attitude towards their inclusion than their colleagues without the relevant experience. Studies have shown that the success of the inclusive education depends,to a large extent, on the willingness and the ability of teachers to make accommodations for individuals with special needs.

LIMITATIONS OF THE STUDY AS POINTED OUT BY THE AUTHOR The sample size was too small and since the study was conducted in four schools of Lahore, it cannot be a representative sample of the whole population of Pakistan. Further studies with an enlarged sample drawn from all the povinces of Pakistan are needed.

CONCLUSION/FINAL WORDS ON THE PIECE OF RESEARCH PAPAER Author’s research was good to the the extent that the findings within the study revealed that more efforts are needed for teaching students with SEN in Pakistan. The research also confirmed that overall teachers hold a positive attitude towards inclusion of students with SEN. However the study further pointed out that the collaboration between the mainstream and special education teachers is important. The research also suggested holding of workshops regarding teaching students with special needs. Provision of adequate resources to inclusive classes has also been recommended by the author. The author is of the opinion that inclusion requires support by school administrators, principals, parents, teachers and students.