The challenges facing

Implementation of Inclusive
Education in Pakistan

Dr. Fayaz Ahmed Bhatti

Director Inclusive Education
Directorate General of Special Education
Ministry of Social Welfare and Special Education,
GOVERNMENT OF PAKISTAN
 Islamic Republic of Pakistan
Capital Islamabad

Total Area 796,095 Sq. km.

Population 149.03 million (1998 census)

Annual per Rs.28,933

capita income (US $ 492 approximately)

Source: www.gov.pk
Languages Urdu (National) and
English (Official)

Literacy rate 51.6 %

Government Parliamentary form

Source: www.gov.pk
 Education Sector

Primary Schools 164,200

Middle Schools 19,100
High Schools 12,900
Arts & Science Colleges 925
Professional Colleges 374
Universities Public Sector 29
Private Sector 10
Source: www.gov.pk
 POPULATION OF PERSONS WITH
DISABILITIES IN PAKISTAN
NO. OF DISABLED PERCENTAGE
PERSONS
ISLAMABAD 8,434 1.04%
PUNJAB 1,826,623 2.48%
SINDH 929,400 3.05%
NWFP 3,75,448 2.12%
BALOCHISTAN 146,241 2.23%
NORTHERN 21,705 2.46%
AREAS
AJK 80,333 2.70%

(2.49% of total population)

Source: National Population Census, 1998 (GOP)

The Union of the Physically Impaired
Against Segregation (UPIAS)

“The disadvantage or restriction

caused by a contemporary social
organistaion which takes no or
little account of people with
disabilities and thus excludes
them from participation in the
mainstream of activities”
 Disabled People International(DPI)

“Disability has too long been viewed as

a problem of the individual and not the
relationship between his/her
environment”
 Background

The National Policy for Persons with
Disabilities launched in 2002 envision “full
realization of the potential of persons with
Disabilities through their inclusive
mainstreaming”

Ensuring greater access of children with
mild and moderate disabilities to
mainstream and local education is central
to achieve determined goals.

The 1998 census report estimates 2.49% can be
considered disabled.

About twenty million children of ages group 5-9
years.

About 66% of school age children are getting
education facility, where as, 34% of school age
children are deprived of this facility.

Above figures indicates that about 6 million
children have no access to primary education
which are alarming for any developing country.

The children with disability is one of the major
segments of this population.
 Why such high number of children
are not attending schools

Poverty /Unemployment/ underemployment

Poor family attention

Gender discrimination which leads to lack of female
children education in rural areas

Accessibility to the schools for normal as well as for
children with disabilities

Traditional and conservative way of thinking

Lack of awareness among the masses regarding
education for children with disabilities as well as for
normal children

Disability
 Special Education in Pakistan

The Directorate General of Special Education under the
Ministry of Social Welfare and Special Education catering the
services of education, pre-vocational training and
rehabilitation through 51 Special Education Institutions and
13 National Centres for children with different disabilities
across the country

At present a network of all Federal, Provincial and NGOs
based Special Education Centres catering to about 24,000
children with disabilities, it reveals that only 4% of the total
children with disabilities are facilitated with the provided
services

Despite of continues efforts from all stakeholders, we could
not serve for more than 4%. On the other hand, 96% school
age children with disabilities have no access to school and
deprived of all services. Even they remain invisible in all
educational planning.
 Existing situation

The average estimated cost of special education is
Rs.30,000 per child per annum as compared to Rs.2,000 per
child per annum studying in ordinary school.

The enrollment ratio cannot be increased unless the primary
schools at the doorstep of these children are made open
and welcoming through inclusive approach as it is not
possible to open special schools at all locations.

The drop out rate at primary level is about 40 % because of
rigid admission policy, curricula, assessment procedures and
poor teacher’s behavior.

The school tends to see and remains happy with uniformity
rather than diversity. It needs substantial improvement to
cater for the diversified needs of all children.
 Existing situation

According to National Policy for Persons with Disabilities,

2002 clearly made commitment for IE in the country.

The implementation of inclusive education, however, is not
possible without making it an agenda of Ministry of
Education and National and Provincial level.

Although Pakistan is signature of many International
commitment, the dream of Inclusive Education has not yet
become a true reality in our country except a handful
private institutions offering IE without proper facilitation and
support.

The Directorate General of Special Education has recently
started Pilot Project for Inclusive Education in 14 different
schools (7-male and 7-female)
 Existing situation

The Ministry of Education both at National and provincial
level is not fully sensitized/motivated to include children
with disabilities in EFA targets.

We are succeed to have joint declaration between M/o
Education and M/o SW&SE on the 27th April 2005 in
Islamabad for future cooperation.

International donor/ sponsoring agencies need to redirect
their resources to encourage inclusive education as a token
of international commitments.
 LEGISLATION

The law is the first essential in

improving the condition of the
disabled. It is at once the
foundation and the grid on
which to build for equity and
fairness of opportunity
Salamanca Statement And Framework
Of Action (UNESCO1994)

“The right to education of every

individual as enshrined in the 1948
UNIVERSAL DECLARATION of human
rights and renews the pledge made
by the world community at the 1990
World Congress on Education for all
to ensure that right for all regardless
of any individual differences”
 United Nations Standard Rules on
equalization opportunities, 1994

“The education of disabled children should
be an integral part of the education
system”

“Parent groups and organisations of
persons with disabilities should be
involved in the education process at all
levels”
 Challenges in Implementation of
Inclusive Education in Pakistan

Awareness in the community

Acceptance in general public

Poor accessibility

Shortfall in Policies designed for normal
education institutions

Lack of interaction/coordination between
Normal and Special Education, ministries,
policy makers and Institutions.
 Awareness in community

Our religion, Islam, emphasis to provide due opportunities

to all human being without discrimination of race, religion,
ability or disability etc. Teachings of Islam, clearly support
the idea of inclusive education.

The community must be sensitized towards IE.
 Acceptance in general public

The parents of able bodied children may be

motivated to encourage their children to accept
their friends with disabilities with warm hands.

The parents of children with disabilities may be
encouraged to bring their special children into
normal education institutions.

The awareness in all groups of society at all levels
to create acceptance and promotion of social
inclusion
 Easy accessibility

Friendly physical environment must be created in all

public, government and other places.

In normal education institutions such facilities for
mild children with disabilities should be provided
which could help them in mainstreaming.
 Review of existing Policies

The Ministry of Education must revised their policies for

adoption of Inclusive Education in normal education
institutions.

Initially, in all primary schools in the country, a unified
policy , education for all should be adopted.

Special Education Centres should provide facilities to the
sever type of disability. The load of mild and moderate
children with disabilities should be taken up by normal
education institutions.

Training arrangement for normal school teachers which
could help them for inclusive education.

Assistive devices should be arranged for children with
disabilities.
 Legislation and Policy and planning at
Federal, Provincial and District
Advocacy groups should be formulated for legislation and
Policy and planning at Federal, Provincial and District levels:-

a. Legislative group under the Chairmanship of Ministry of

Special Education.

b. Policy and Planning group under the Chairmanship of

Secretary, Ministry of SW&SE.

3. Ministry of Social Welfare and Special Education and

Provincial counterparts should take the responsibility to
initiate the functioning of these groups as a major
stakeholder.
 Coordination between line
departments/agencies

The federal government should enhanced the

budget of education department to encourage
them for Inclusive Education system.

The teachers training should be carried out by
National Training Institute for Special Education.

Disabled friendly physical development must be
adopted in new projects and enhancement in the
existing structure should be ensured.

Councils for rehabilitation of children with
disabilities may provide assistive devices as per
actual requirement of each disabled at federal
and provincial level.
Thank You