You are here

TEACHER EDUCATION FOR DISTANCE LEARNING BASED SPECIAL EDUCATION IN PAKISTAN

Journal Name:

Publication Year:

Author NameUniversity of Author
Abstract (2. Language): 
Special education is a mode of education in which specially designed instruction material and environment is required to meet the diverse requirements of children with special needs. In Pakistan, Open University (AIOU) exclusively initiated a program for teacher preparation for Special Children through distance learning. This was a unique program of its kind with no precedence of defined services for Special Teachers‘ Preparation. Dept of Special Education AIOU - through Distance learning system, offers study/training at graduate, masters and Ph. D. levels. Teachers are prepared in 6 specialized areas of Visual Impairment, Physical Disabilities, Hearing Impairment, Intellectual Disability, Learning Disability and Inclusive Education. The Open University has a well established regional network, outreach system providing educational counseling and guiding services to its students. University has 32 regional campuses with 86 part-time regional coordinating officers throughout the country for providing assistance to the Regional campuses. Over 900 study centers are established during the semester and are managed through the university‘s regional campuses. Each student is assigned to a tutor who is a subject specialist. To maintain consistency of on and off campus observations, University faculty conducts reliability observations with adjunct Supervisors. Their professional growth impacts the quality of the teaching cadre. It was for the first time in the history of teacher training institutes of Pakistan that a teacher training program at Masters Level in the area of Special Education was offered through distance education. This paper gives the experiences, methodology and successes as outcome of the Distancelearning Special-Educator Program in Pakistan. Also highlighted is the Special Teacher Preparation Model through Distance Education System. Increased program completion rates support the fact that Open University faculty have become better distance educators, that more effective student support systems have been constructed, that distance education delivery methods and technologies have improved and the remote areas in Pakistan have become stronger partners in producing quality teachers.

REFERENCES

References: 

Bernard, A. (2000) Education for All and Children who are Excluded. Education for All
2000. Assessment Thematic Studies on the Internet: http://www.2.unesco.org/wef/enleadup/
findings-excluded%20summary.htm
Council for exceptional children 2000: What Every Special Educator should Know: The
International Standards for the Preparation and Special Education Teachers (4th Edition)
GOP (1998) Census 1998, Statistic Division Pakistan.
GOP (2002). National Policy for Persons with disabilities.
Kranth, B. & Carbajat, J. (2000) Guide to Developing Online Study Services, Boulder Co:
Wstern Cooperative for Educational Telecommunication.
Rashid, M. (1998). Distance Education, Concept and Methods (Allied Material for Nonformal
Education), Islamabad: National Book Foundation.
Research &Evaluation Centre (2008). Vice-Chancellor‘s Annual Report (2006-07) Allama
Iqbal Open University, Islamabad.
95
UNESCO (2003) Overcoming Exclusion through Inclusive Approaches in Education – A
Challenge. A Vision.
Vice-Chancellor Report 2004-2005: Allama Iqbal Open University, Islamabad.
Vice-Chancellor Report 2006-2007: Allama Iqbal Open University, Islamabad.
Willies, B. (2002) Guide No.11, Distance Education and the www. available form:
http://www.unidaho.edu.eo/dist/html
World Education Forum (2000). The Dakar Framework for Action. Education for All:
Meeting are collective commitments. Text adopted by the World Education Forum,
Dakar, Senegal, 26–28 April 2000.

Thank you for copying data from http://www.arastirmax.com