Search

This paper examined on the role of parental involvement in orientation and mobility of visually impaired children (VIC) in Pakistan. It deals with how parents are involved in Orientation and Mobility (O&M) and how they justify their involvement in O&M for their VIC. Literature has seen that Pakistani VIC are lacking parental involvement in their O&M. Such practices of O&M are deemed essential for their independence. Moreover, their O&M practices require proper training. The lack of research on the part of parental involvement in the training of visually impaired population, needs for more consideration in this area, especially in Pakistan (Aziz, 2007). Data was collected through interviews of five parents of visually impaired children. After completing the data collection process, interviews were transcribed verbatim and codes and categories were developed to get emerging themes from data manually using a cross case analysis. The findings of this research would be beneficial for both parents and their visually impaired children in understanding the independence needs of such children. It is hoped that the findings of the study also will help the management of special education to plan and guide their programs to empower the parents and provide them with the significance of their involvement in the practices of O&M for their children. As for the visually impaired children, it is hoped that their independence in the environment would be enhanced with the help of their parental involvement in O&M as O&M is the compulsory subject of the Expanded Core Curriculum (ECC). ECC is accepted as the curriculum for VIC internationally, but in Pakistan there is not much focus on ECC rather sighted child's curriculum is adopted for VIC. This research proposes a study to focus ECC application in Pakistan for VIC.

The present study endeavors to assess the impact of orientation and mobility curriculum associated with special education for visually impaired students in Pakistan. This study aims to scrutinize whether the present special education curriculum for visually impaired children would be considered effective without the involvement of orientation and mobility curriculum or not. A questionnaire consisting of 10 items was developed for data collection. The sample of the study consisted of 110 visually impaired students among public and private visually impaired institutes in Lahore, Pakistan, according to the table of (Kerjice & Morgan, 1970). Among the participants, 67 were boys and 43 were girls, age ranged from 5 to 20 years, and they were from starters to 6th grade levels. The present study approves that the visually impaired students can be promoted from the certain nurturing situation, when they have least educational or psychological hindrances. The study indicates that the visually impaired students can actively perform their essential part in presenting excellent educational achievement based on orientation and mobility curriculum for the visually impaired children., However, some hazards incidents have depressed the whole contribution of this relegated class of students from their basic opportunity of Education.

The primary purpose of the present study is to describe a detailed review of the capabilities of visually impaired learners at tertiary level from an emic view point. The information was collected from visually impaired learners, who were studying in three universities in Islamabad, Pakistan; Quaid-e-Azam University, International Islamic University, and National University of Modern Languages (NUML). The findings of the research reveal the main issues which were encountered by the visually impaired learners at tertiary level. Further, they explained their educational approaches which were used by their institutes to overcome their difficulties. Regardless their feelings of less importance, they were facing educational atmosphere unfriendly, but experiences and feelings of the visually impaired learners’ much emphasized on the opinions of approval by their friends which appeared quite important to them. To enable the visually impaired learners in strengthening their participation at tertiary level, the study prescribes the need to go past incorporation and uniformity models to guarantee the value and equality in universities. To transform this in a routine practice learning institutes have to play a substantial part.

The primary purpose of the present study is to describe a detailed review of the capabilities of visually impaired learners at tertiary level from an emic view point. The information was collected from visually impaired learners, who were studying in three universities in Islamabad, Pakistan; Quaid-e-Azam University, International Islamic University, and National University of Modern Languages (NUML). The findings of the research reveal the main issues which were encountered by the visually impaired learners at tertiary level. Further, they explained their educational approaches which were used by their institutes to overcome their difficulties. Regardless their feelings of less importance, they were facing educational atmosphere unfriendly, but experiences and feelings of the visually impaired learners’ much emphasized on the opinions of approval by their friends which appeared quite important to them. To enable the visually impaired learners in strengthening their participation at tertiary level, the study prescribes the need to go past incorporation and uniformity models to guarantee the value and equality in universities. To transform this in a routine practice learning institutes have to play a substantial part.

Parental involvement, as one of the most widely researched and discussed issues. It has been characterized by a variety of meanings, definitions and frameworks. Such notions and definitions provide a foundation for solving parental involvement challenges in the education of the visually impaired learners. This research discusses the parental involvement challenges from the views of the parents of visually impaired learners by using a qualitative approach with semi-structured interviews of selected five parent participants from two public secondary level institutes of the visually impaired learners in Lahore, Pakistan. This paper endeavors to answer the questions like: What are the parental involvement challenges as faced by parents of visually impaired learners? What are the ways to cope with parental challenges? The findings of the paper indicate that deepen understanding of parental involvement challenges that inhibit parental involvement of the parents of visually impaired learners in their education. Five basic challenges emerged from data as the main themes, which are; being parents of visually impaired learners, no acceptance in society, less parental involvement, parental grief, and parental intentions. These parental challenges show that parents of visually impaired learners are facing difficulty in handling their disabled children and they need to cope with parental challenges with the teachers’ efforts collaboratively. Finally, the suggestions are put forward to cope with parental challenges towards parental involvement in the education of their visually impaired learners.

Purpose: The purpose of this research is to evaluate the curriculum with reference to special education for visually impaired children across Pakistan while solving their issues in family adjustment. In this study, family adjustment is a process through which a child, who by any means owns any disability attempts to adjust in his/her family through the moral and functional support of elders and siblings. This is a proven fact that Pakistan is one of those nations, which have the educational infrastructure for visually impaired children, yet it is still not entirely developed for visually impaired learners. Methodology: Data collected by self developed questionnaire about the problem under investigation from a sample of 5 secondary schools of visually impaired children aged 15-20 years old in Lahore, Pakistan. These students are selected through stratified sampling according to age, gender, and educational level. The instrument, namely survey on the educational satisfaction level was utilized to collect the data. The researcher used simple descriptive statistical techniques such as mean and percentages to analyze the collected data. Findings: Data showed that majority of visually impaired children were satisfied with the schools an educational system given to them. It is suggested that with the active participation of teachers can play a remarkable role in providing visually impaired children with provision of an effective learning environment to help them in adjusting in their families. Significance: The study brings to light the importance with benefits visually impaired children in nurturing their educational concerns to adjust them in their families. Moreover, this research is significant to visually impaired children, their parents, teachers.

This proposed for a research be carried out towards understanding the parental involvement in promoting an effective orientation and mobility (O&M) acquisition among visually impaired children within the expanded core curriculum in Lahore, Pakistan. Orientation and mobility skills are deemed important in preparing visually impaired children towards their independence. Although O&M skills are considered as one of the main components of the expanded core curriculum for visually impaired children, these skills, however, are not explicitly integrated into the expanded core curriculum. As a result, M&O skills are found less acquired by the visually impaired children in Lahore, Pakistan. Moreover, the literature has also shown that Pakistani visually impaired children are experiencing a lack of parental involvement in their O&M skills acquisition, although it is widely recognized that parental involvement is essential for such skills acquisition. Due to the lack of research on parental involvement in the O&M skills acquisition among visually impaired children in Pakistan, a study, is proposed to be conducted to gain understanding on the matter through interviews with the parents of visually impaired children at two secondary level schools in Lahore, Pakistan. A semi-structured interview strategy will be employed to provide more insights into the roles of parents towards the acquisition of O&M skills among their visually impaired children in Lahore, Pakistan. This proposal further discusses the methodology deemed appropriate for this study.

Parental involvement, as one of the most widely researched and discussed issues. It has been characterized by a variety of meanings, definitions and frameworks. Such notions and definitions provide a foundation for solving parental involvement challenges in the education of the visually impaired learners. This research discusses the parental involvement challenges from the perspectives of the parents of visually impaired learners by using a qualitative approach with semi-structured interviews of selected parent participants from two public secondary level institutes of the visually impaired learners Lahore, Pakistan. This paper endeavors to answer the questions like: What are the parental involvement challenges as faced by parents of visually impaired learners? What are the ways to cope with parental challenges? The findings of the paper indicate that deepen understanding of parental challenges that inhibit parental involvement of the parents of visually impaired learners in their education. There are five basic challenges emerged from data as the main themes, which are being parents of visually impaired learners, No acceptance in society, less parental involvement, parental grief, and parental intentions. These parental challenges show that parents of visually impaired learners are facing very difficulty in handling their disabled children and they need to cope with parental challenges with the teachers’ efforts collaboratively. Finally, the suggestions are put forward to cope with parental challenges towards their involvement in the education of their visually impaired learners.

Time management performs an important role in performing tasks in time without getting any burnout. The purpose of this study was to investigate the relationship of time management, social support, personality and burnout among postgraduate students. In the section of literature review reveals that personality and social support defense the negative effects of time management of burnout. There were 214 respondents who have participated in the online survey consisting of six sections which have work experience, time management, personality, social support, and burnout as their demographic. A descriptive statistics, Pearson Correlation, T-test for Independent Sample Means, and Multiple Regression were used to analyze the data. . There are inconsistencies in the findings obtained by previous researchers on the relationship between time management and burnout among students indicate that research into the effects of time management, personality and social support on students’ burnout is not conclusive. This study attempts to fill the gap by investigating the relationship of time management, social support, personality and to reduce burnout among postgraduate students with proper usage of the skills of time management. Time management has a significant relationship with burnout; however, burnout has no significant relationship with personality were the results of Co-relation statistics.

This paper intends to examine the orientation and mobility practices within the Expanded Core Curriculum. The study conceptualizes and methodologically sheds light on the practices of orientation and mobility (O&M) practices within the expanded core curriculum (ECC) for visually impaired learners. O&M practices has become significant as these are essential in independence and one of the main components of the expanded core curriculum of visually impaired learners. The O&M practices are functioned in the school boundaries with O&M experts to facilitate and accommodate visually impaired learners for their better independence. However, owing to these practices, but not as a part of the expanded core curriculum, results less responsive to visually impaired learner’s needs (Aziz, 2007). Existing research has focused on O&M practices, which are the integral part of the expanded core curriculum for the independence of visually impaired but many researches were not conducted to address the O&M within the expanded core curriculum for visually impaired learners. Therefore, this study attempts to conceptualize orientation and mobility practices within the expanded core curriculum.

The present study endeavors to assess the impact of orientation and mobility curriculum associated with special education for visually impaired students in Pakistan. This study aims to scrutinize whether the present special education curriculum for visually impaired children would be considered effective without the involvement of orientation and mobility curriculum or not. A questionnaire consisting of 10 items was developed for data collection. The sample of the study consisted of 110 visually impaired students among public and private visually impaired institutes in Lahore, Pakistan, according to the table of (Kerjice & Morgan, 1970). Among the participants, 67 were boys and 43 were girls, age ranged from 5 to 20 years, and they were from starters to 6th grade levels. The present study approves that the visually impaired students can be promoted from the certain nurturing situation, when they have least educational or psychological hindrances. The study indicates that the visually impaired students can actively perform their essential part in presenting excellent educational achievement based on orientation and mobility curriculum to the visually impaired children. However, some hazardeous incidents have depressed the whole contribution of this relegated class of students from their basic opportunity of Education.

The purpose of this study was to identify the role of the special education curriculum in adjustment of physically handicapped children in society. The researcher used self developed questionnaires to collect the data about the problem under investigation. All physically handicapped children of District Lahore were constituted as target population for the study. The physically handicapped children of Special Education School, Lahore were assessable population for the study. Fifty physically handicapped children from Special Education School Lahore were conveniently selected as a sample for the study. Simple descriptive statistical techniques such as mean and percentages were used to analyze the collected data. After careful data analysis the researcher concluded that the special education curriculum may play very vital role in the adjustment of physically handicapped children in society but unfortunately due to lack of resources and infrastructure and lack of teachers trainings that need to involve parents in education and rehabilitation program. Trained and qualified teachers should be appointed in these schools. There is also some lack in the awareness about the importance of social adjustment of physically handicapped children in the society. The researchers identified very important needs, problems, and adjustment problems of physically handicapped children through review of literature and research.