JIE

Causes for Disruptive Behaviors in ECE Children of Public Primary Schools: A Qualitative Case Study

Mahnoor — Wed, 03 Dec 2025 00:00:00 +0000

This research case study aimed to explore the causes of disruptive behaviors in students of a public primary school of Tehsil Sarai Alamgir. Utilizing a qualitative approach, the study conducted semi-structured interviews comprising of open-ended questions to achieve comprehensive insights. Data was collected from parents of grade two students, then it was transcribed to analyze with NVivo 12 software to understand the underlying causes and impacts. The findings highlighted key parental influences in mitigating these behaviors. This research provides a detailed evaluation of the causes of prevalence of disruptive behaviors among early graders. Through a deeper investigation involving parents, it was discovered that these behaviors often manifest differently at home, with some hidden tendencies emerging that were not as evident in the school environment. Parents identified a broad range of causes contributing to these behaviors.

Development of training guide for inappropriate sexual behaviors among children with neurodevelopmental disorders in inclusive settings

Kiran Hussain, Aasma Yousaf, Fareeha Latif — Wed, 03 Dec 2025 00:00:00 +0000

This study aimed at qualitative investigation of management techniques for inappropriate sexual behaviors among children with neurodevelopmental disorders in inclusive settings. Sample was recruited by using purposive criterion sampling technique. Data was collected through semi-structured interviews which were then audio recorded and transcribed and analyzed via thematic analysis. Results consisted of one main theme of management techniques with nine subthemes which included Psychoeducation for teachers, Sex education for Children, Parental guidance, Diversion, Physical Activity, Social stories, Dress Modification, Differential reinforcement and Video modeling.

THE EFFECTIVENESS OF ART THERAPY IN FACILITATING THE EMOTIONAL EXPRESSION AND SOCIAL REGULATION IN STUDENTS WITH ASD

Munawar Malik — Wed, 03 Dec 2025 00:00:00 +0000

Abstract

This study aimed to explore the effectiveness of art therapy in facilitating emotional expression and social regulation among children with Autism Spectrum Disorder (ASD). The target population included teachers from both public and private schools teaching in special education institutes. Therapists, psychologists, and parents were excluded. Data were collected using an opinionnaire designed on a five-point Likert scale, focusing on the domain of emotional expression and regulation. The sample size comprised of 70 teachers by using simple random sampling technique. Data was analyzed using the Statistical Package for the Social Sciences (SPSS). The findings revealed that a majority of teachers agreed that art therapy provides a safe and supportive space for children with ASD to express emotions that are otherwise difficult to verbalize, enhances their ability to identify emotions, and supports emotional regulation during stressful situations. The results further indicated that consistent participation in art therapy contributes to a reduction in emotional outbursts and fosters socially acceptable emotional expression. The inferential statistic further reveals that the gender and qualification significantly impact on the perception of respondents about the effectiveness of art therapy. Based on these findings, it was concluded that art therapy is an effective intervention to improve emotional well-being and social adjustment in children with ASD. The study recommends the integration of structured art therapy sessions into special education curricula and teacher training programs to better support emotional growth and social regulation in children with ASD.

Keywords: Art therapy, Emotional regulation, Autism Spectrum, Disorder, Social skills, Emotional expression

Factors Affecting the Quality of Primary Special Education Program in Punjab

Asma Kanwal, Muhammad Shahid Farooq, Rukhsana Bashir — Wed, 03 Dec 2025 00:00:00 +0000

People with special needs have long needed additional support to lead healthy, independent lives as valuable members of society. This level of life for people with disabilities may be attained by offering them an education that emphasizes quality education. By recording the opinions of special education teachers, the research sought to investigate the internal key factors that have an impact on the standard of primary special education program. The study's methodology was a quantitative descriptive paradigm. In 14 districts across four zones in the Pakistani state of Punjab, public schools and centers were surveyed using a multistage random sample procedure. A self-developed questionnaire (=.80) was used to gather the data, and statistical methods were used to evaluate the results. Parametric statistical methods were utilised to analyse the data in light of the study's aims. The results showed that the child's disability severity level, classroom management, instructional adaptability, school infrastructure, teacher, administration, and curriculum were the internal elements that had the greatest influence on learning. Based on their professional background and area of expertise, teachers' perceptions of various factors varied from one another. In order to regulate the constituents for better quality special education at the primary level in schools of Punjab, it is necessary to draw the attention of stakeholders to learner health promotion and administrative and professional coordination.

INCLUSIVE EDUCATION AT SECONDARY LEVEL IN ISLAMABAD: PROSPECTS AND CHALLENGES

Tayyaba Waseem, Farheen Amjad, Farah Abdul Qadir — Wed, 03 Dec 2025 00:00:00 +0000

This Mixed-method study aimed to examine the prospects and challenges of inclusive education at secondary level schools. The major objectives were to examine the current status of inclusive education at secondary level and to investigate various prospects, challenges, and possible solutions for the successful implementation of inclusive education. The sample of the study constituted 19 principals, selected through universal sampling method, and 210 teachers through random sampling technique. For data collection, a questionnaire was used for teachers while principals were interviewed. Quantitative data were analyzed through descriptive statistics while qualitative data were analyzed through thematic analysis. The study revealed that teachers view inclusive education positively, seeing it as beneficial for students' academic, social, and personal development while promoting equality and diversity. However, inadequate infrastructure and insufficient availability of essential tools such as ramps, braille, hearing aids elevators, accessible washrooms, etc. limit access for physically disabled students. Principals emphasized the need for teacher training and an inclusive curriculum to support implementation. Although some schools have adopted inclusive practices, most face challenges due to limited resources and infrastructure. Addressing these needs with appropriate funding and training is essential for successful inclusive education.

Keywords: Inclusive education, secondary level, Islamabad, prospects, challenge

INFLUENCE OF DEMOGRAPHIC FACTORS ON SELF-ESTEEM OF HEARING-IMPAIRED ADOLESCENTS

Abid Masood Khan, Muhammad Imran Nazir, Rabail Iftikhar Cheema — Wed, 03 Dec 2025 00:00:00 +0000

Self-esteem plays a vital role in the emotional and psychological development of adolescents, particularly those with hearing impairments who face additional social and communicative challenges. The study attempted to explore the influence of demographic factors on the self-esteem level of hearing-impaired adolescents. The study was descriptive in nature, and a survey method was used to collect data. The population of the study was hearing-impaired adolescents studying in government special education institutions in Faisalabad Division of Punjab Province. A sample of N=100 hearing-impaired adolescents was selected through a convenience sampling technique. The age range of the children was 13 to 19 years old. The Rosenberg self-esteem scale (1965) was used as tool of study for the collection of data. The collected data were analysed through Statistical Package for Social Sciences (SPSS) software by using the Independent Sample t-test and One-Way ANOVA. The study found that the living arrangements of hearing-impaired adolescents influenced their level of self-esteem, but gender, family type, age, and birth order had no influence on the self-esteem level of hearing-impaired adolescents.

Multidimensional Analysis of Head Teachers’ Attitudes, Beliefs, Leadership Practices, and Perceived Barriers towards Inclusive Education in Gilgit-Baltistan

Muhammad Hadi Haideri, Dr. Zahida Parveen — Wed, 03 Dec 2025 00:00:00 +0000

Inclusive education is vital for ensuring equitable access to quality education, particularly in resource-limited regions like Gilgit-Baltistan, Pakistan, where socio-cultural and infrastructural challenges persist. Head teachers play a pivotal role in shaping inclusive school environments through their attitudes, beliefs, and leadership practices. This study examines the multidimensional factors influencing inclusive education in Gilgit-Baltistan, Pakistan, focusing on primary school head teachers' attitudes, beliefs, leadership practices, and perceived barriers. Grounded in the Theory of Planned Behavior and transformative leadership frameworks, the research addresses the unique challenges of this culturally diverse region. Using a quantitative descriptive design, data were collected from 138 head teachers across six districts (Gilgit, Ghizer, Skardu, Ghanche, Diamer, and Astore) via a validated Likert-scale questionnaire. Descriptive and inferential statistics (t-tests, ANOVA) revealed moderately positive attitudes toward inclusion's social benefits (M=3.14–3.45), strong beliefs in teacher training and incentives (M=3.27–3.57), supportive leadership in policy alignment and stakeholder engagement (M=2.91–3.32), but significant barriers including insufficient training, overcrowding, and financial constraints (M=4.17–4.38). Gender differences favored females in attitudes, beliefs, and leadership (p<.001), while district variations highlighted disparities between urban (Gilgit, Skardu) and rural areas (Ghizer, Ghanche, Diamer, Astore). Findings inform targeted interventions to advance equitable education.

Key words: Inclusive education, Head teachers, Gilgit-Baltistan, Leadership practices, Barriers to education

NEED ASSESSMENT OF SOCIAL SKILLS TRAINING PROGRAM FOR SPECIAL STUDENTS

Quratul Ain Hina, Uzma Mazhar, Syeda Rida Zahra — Wed, 03 Dec 2025 00:00:00 +0000

The study was conducted with the objectives assess the need of special students regarding social skills, to compare the social skills of special students on the basis of gender and to develop a social skill training program for special students. The Theoretical framework of the study was based on the Social Skills Parameters by Aderson. (2013) consisted of three main components (social play, emotional regulation and communication skills). The researcher used a quantitative approach and descriptive design for the study. The population consisted of 1177 special students enrolled in Sir Syed School, College of Special Education Rawalpindi, and Global Special School Rawalpindi for session 2024. Proportionate sampling techniques were used for research. The sample size of the study was (n=40) special students. The researcher adapted an observation checklist for data collection in the light of Anderson (2013). The researchers visited the schools and observed the student from one month continually. The data was analyzed by applying Mean and t-test. The study was delimited to four types of special children (autism, hearing impairment, muteness, and attention deficit hyperactivity disorder). Further it focused on students enrolled in special education programs between the ages of 5 and 10. The results emphasized that there was a need for specialized social skills programs that can enhance peer interactions, communication, emotional control, and adaptive abilities as understanding emotional flexibility, verbal and non-verbal conversational skills specially. It was also revealed that there was statistically significant difference found between male and female students. The male students were found somehow better than female students. It was recommended to guarantee consistent skill development and real-world application across educational contexts, it was suggested to put in place a standardized, personalized social skills training program with interactive exercises catered to each student's needs and follow-up sessions

Perceptions of Gender and Disability in Special Education: Insights from Teachers in Punjab, Pakistan

Hafiz Rukhsar Ahmed, Madiha Ashraf; Muhammad Zubair — Wed, 03 Dec 2025 00:00:00 +0000

Abstract

This study sought to understand how teachers perceive gender differences in relation to exceptionalities. In particular, it aimed to provide light on the current state of knowledge, attitudes, and pedagogical methods among educators who are involved in dealing the children with exceptionalities in special education settings. Special education teachers from Gujranwala division institutions made up the participation pool. The study used a cross-sectional design and collected data from 60 educators, including male and female instructors with the designations of Junior Special Education Teacher (JSET) and Senior Special Education Teacher (SSET). The convenience sampling technique is used to select the sample of the study. In order to gather information, a researcher created a questionnaire with 33 questions. Experts from both the special education and non-special education fields validated the instrument, and it showed strong internal consistency (Cronbach's alpha = 0.89). The results showed that instructors had a basic grasp of how impairments are classified according to gender, but they were less knowledgeable about how gender plays a more complex role in shaping students' educational experiences and their final grades. The research concludes that in order to better prepare teachers for the future, programs should include gender-responsive curriculum. Students with disabilities who exhibit gender-related disparities would benefit from more evidence-based educational practices and more informed cognitive frameworks if they were a part of this inclusive classroom.

KEYWORDS

Perception, Teacher, Gender, exceptionalities, sex ratio, special education

Technological Integration in Assessment Practices for Inclusive Education in Primary Schools

Muhammad Nadeem Iqbal, Muhammad Shokat Zaman, Kishwar Sultana — Wed, 03 Dec 2025 00:00:00 +0000

The study focused on investigating the technological integration in assessment practices for inclusive education in primary schools. A quantitative cross-sectional survey design was used to carry out the study. The sample of the study was 176 teachers teaching at the primary level in FGEIs (C/G) in the Multan region. Stratified random sampling was used to select the study's sample. The data was gathered using a questionnaire that was self-designed and validated. Frequency counts, percentages, one-sample t-tests, independent samples t-tests, and analysis of variance (ANOVA) were used to examine the collected data.The study revealed that teachers perceived positively the usage of technological tools in inclusive assessment. Moreover, teachers perceived that adaptive learning technologies can enhance inclusivity in assessment at the primary level significantly. Additionally, the study found significant differences in teachers' perceptions regarding the use of technological tools in inclusive assessment and the impact of adaptive learning technologies on inclusivity in assessment based on gender, i.e., male and female. However, there was no significant difference among teachers’ perceptions on the basis of professional qualification, academic qualifications, and teaching experience. The study recommended implementing the usage of technological tools in inclusive assessment and adaptive learning technologies to enhance inclusivity in assessment practices at the primary level to address the diverse needs of students. Moreover, teachers should be provided the opportunities of professional development regarding the use of adaptive learning technologies in assessment practices.