LEVEL OF SUPPORT FOR DISABILITY AS DIVERSITY IN SPECIAL EDUCATION INSTITUTIONS

Abstract

Teaching students with special needs require certain type of support during the course of education. In Pakistan, generally special education is provided through government institutes and majority of these institutes care more than one disability which requires multifaceted type of support to manage the diverse educational needs. This paper provides an insight about the level of support in special education institutions for children with disability. The research design is quantitative by nature. The population of this study comprised of special education teachers. The sample of the study comprised of 150 teachers from 5 divisions of Punjab province selected through convenient sampling. A survey questionnaire consisting of 25 items based on index of inclusion was used to collect data. Percentage scale was used for responses. The instrument was validated by expert opinion and peer review. Data obtained were organized, tabulated and analyzed by using SPSS. Both descriptive and inferential analysis were used. Descriptive analysis included frequency distributions of the demographic variables alongside calculating mean, standard deviation, minimum and maximum value. Inferential statistical analyses e.g. independent sample t-test and analysis of variance (ANOVA) were used to compare different groups of respondents against different components. On the basis of analysis, it was found that coordination among all support services was the most lacking area whereas level of support regarding accessibility of buildings was rated as better. The perception about level of support for disability as diversity in special education institutions about the accessible buildings varies on the basis of designation and experience of the respondents.
Keywords: Level of support, Disability, Diversity, Special Education institutions