STUDY GUIDE

(M. Ed/Diploma)

PERSPECTIVES
OF
SPECIAL EDUCATION

Code No. 672 Units 1-9

Department of Special Education

Faculty of Education

Allama Iqbal Open University

Islamabad

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 (All rights reserved with the University)

1st Edition ......................................................1988

6th Printing ...................................................2006

Quantity .........................................................1000

Price ................................................................30/-

Printer ............................................................Alpha Printers, Islamabad.

Publisher........................................................Allama Iqbal Open University,

Islamabad.

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 CONTENTS
Page
Foreword Dr. G. A. Allana 9
Preface Dr. S. A. Siddiqui 11

Course Introduction 13

Course Objectives 15

Course Requirements 17
a. How to Use Reading Material 17
b. Why Self-Assessment Questions 17
c. Assignments 18
d. Activities 18
e. Assessments 18

Prescribed Reading Material 19

a. Compulsory 19
b. Compulsory 21

Unit No. 1 INTRODUCTION TO BASIC CONCEPTS, TERMINOLOGY

OF SPECIAL EDUCATION AND RELATED FIELDS 23
1.1 Introduction 25
1.2 Objectives 25
1.3 Need for Special Education 25
1.4 Handicap, Disablement and Impairment 27
1.5 Definition and Scope of Special Education 27
1.6 Definition and Scope of Social Welfare 28
1.7 Definition and Scope of Rehabilitation. 29
1.8 Self-Assessment Questions 31

Unit No. 2 HISTORICAL ROOTS AND DEVELOPMENT OF

SPECIAL EDUCATION 33
2.1 Introduction 35
2.2 Objectives 35
2.3 Primitive and Ancient Period 35
2.4 Middle Age (USA) 36
2.5 Renaissance and Coming of the New Age in the USA 37

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 2.6 Evolution in the Status of the Disabled Persons 38
2.7 Modern Age 39
2.8 Major Factors Which Determine the Plight of the
Handicapped 40
2.9 Self-Assessment Questions 41

Unit No. 3: BASIC DATA ON SPECIAL PROGRESS AND STATISTICS

OF CHILDREN IN PAKISTAN 43
3.1 Introduction 45
3.2 Objectives 45
3.3 Background 45
3.4 Basic Demographic Data, Density, Rural-urban Dispersal,
Labour Force, Unemployment 47
3.5 State of Economy 48
3.6 Social Progress 49
3.7 Incidence of Disability and Statistics of Children
Population 51
3.8 Self-Assessment Question 52

Unit No. 4: MAGNITUDE OF THE PROBLEM AND CATEGORIES OF

HANDICAPPED CHILDREN 55
4.1 Introduction 57
4.2 Objectives 57
4.3 Categories of Handicapped Children 57
4.4 Characteristics of the Speech and Hearing Impaired 58
4.5 Characteristics of the Blind and Visually Handicapped 59
4.6 Characteristics of the Mentally Retarded 60
4.7 Characteristics of the Physically Handicapped 62
4.8 Self-Assessment Questions 64

Unit No. 5: ATTITUDES TOWARDS HANDICAP: INDVIDUAL,

FAMILY, COMMUNITY 65
5.1 Introduction 67
5.2 Objectives 67
5.3 Positive and Negative Attitudes 67
5.4 Attitude as Cultural Phenomenon 69
5.5 Goffman's Theory of Stigma 70
5.6 Handicapped Persons in the Community 72
5.7 Handicapped Person in the Family 73

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 5.8 Self-Assessment Questions 75
Unit No. 6: SOCIAL PSYCHOLOGY OF THE HANDICAPPED 77
6.1 Introduction 79
6.2 Objectives 79
6.3 What is Social Psychology 79
6.4 Social Psychology of the Handicapped 81
6.5 Normality and Abnormality 82
6.6 Disability as Deviance 83
6.7 Sociology of Handicapped Children 85
6.8 Labelling 86
6.9 Self-Assessment Questions 87

Unit No. 7: CURRICULUM NEEDS OF HANDICAPPED CHILDREN 89

7.1 Introduction 91
7.2 Objectives 91
7.3 What is Curriculum? 91
7.4 What are Special Education Needs? 93
7.5 Curriculum Design for Special Educational Needs 94
7.6 Teaching Methods and Techniques 96
7.7 Individualized Instructions 97
7.8 Aspects of Curriculum for Special Needs 99
7.9 Self-Assessment Question 100

Unit No. 8: ORGANIZATION OF SERVICES FOR THE SPECIAL

EDUCATION AND REHABILITATION OF
HANDICAPPED CHILDREN 103
8.1 Introduction 105
8.2 Objectives 105
8.3 Residential School/Day School 105
8.4 Itinerant Teacher/Peripatetic Teacher 107
8.5 Special Education Consultants 109
8.6 Resource Room 110
8.7 Medical/Social Welfare Services 111
8.8 Vocational Rehabilitation 113
8.9 Self-Assessment Questions 114

Unit No. 9: CURRENT TRENDS AND ISSUES IN SPECIAL

EDUCATION 117
9.1 Introduction 119

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 9.2 Objectives 119
9.3 Integration 119
9.4 Segregation 121
9.5 Mainstreaming 122
9.6 Least Restrictive Environment 123
9.7 Self-Assessment Questions 124

Answers to Self-Assessment Questions (SAQs) 126

Glossary 128

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 COURSE TEAM
Chairman: Dr. Shaukat All Siddiqui

Course Development Coordinator: Mr. M. Mahmood Hussain A wan

Reviewers: Mrs. Heather L. Mason,

Birmingham University, U. K.

Members: 1. Mr. Muhammad Javed Iqbal,

Lecturer,
Government Training College for the
Teaching of Deaf, Gung Mahal, Lahore.

2. Miss Shamim Afzal,

Principal,
Government Training College for the
Teachers of Deaf,
Lahore.

3. Mr. Ghulam Rasool Kalhoro,

Director,
Special Education School for the Blind,
Sukkur.

4. Mr. Laeeq Ahmed Mirza,

Director,
National Institute of Special Education,
Islamabad.

5. Mr. Mubbashar Hussain,

Principal,
Special Education School for the
Visually Handicapped,
Al-Maktoom,
Islamabad.

Eiitor: Mr. Bashir Mahmood Akhtar

Course Coordinator: Mr. M. Mahmood Hussain Awan

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 FOREWORD
The advent of the modern era of improved, efficient and adequate
facilities for the betterment of the handicapped has considerably changed the
present educational environment. Special impetus is being given to rehabilitation
efforts for the handicapped all over the world. The Government of Pakistan is also
giving high priority to this noble cause.

The M. Ed/Advance Diploma programme for the training of teachers of

the Visually Handicapped is one of the pioneer steps taken by Allama Iqbal Open
University in collaboration with Directorate General of Special Education in the
process of care, uplift and encouragement of the handicapped and disabled
persons.

The course on "Perspectives of Special Education" is an approach to

understand the special education concepts and the unique circumstances of the
exceptional children which will indeed, enhance the knowledge of special
education teachers and enable them to improve the lot of handicapped children
through dedicated and relentless work in this challenging area.

I would like to take this opportunity of wishing this new addition of the
teacher training programme every success in the process of training the teachers
which will eventually lead to the rehabilitation of the handicapped children.

My deep appreciation goes to the Chairman, Course Team, Dr. S. A.

Siddiqui, Dean, Faculty of Education, the members of the Course-Team and to
Mr. M. Mahmood Hussam Awan, Course Development Coordinator and author
for their very valuable contribution and keen interest in preparing this course
within a very short period. Grateful acknowledgement is also due to ODA and
Mrs. Heather Mason of Birmingham University, United Kingdom, for
contribution in the improvement of the course materials.

A special debt of gratitude is also acknowledged to Syed Nasir Ahmed,

Director General of Special Education who provided stimulation, encouragement
and continuous support to launch this important programme.

Dr. G. A. Allana
Vice-Chancellor

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 PREFACE

We are aware that teaching the handicapped is the most challenging area
of social concern. In view of the fact that 10% of the total population is
considered to be suffering from disabilities, it is necessary to make them useful
members of the society. This needs intelligent and consistent approach. The
active participation of the trained teachers in this endeavour is demanded at every
level to ensure minimization of the hardships of the underprivileged and the
handicapped by equipping them with proper education. Keeping in view the
pressing demand of the society, Allama Iqbal Open University has accepted the
responsibility of providing teacher facilities to the teachers of the handicapped.

The course entitled "Perspectives of Special Education" has been designed

and developed keeping in view the needs of the teachers of special education,
particularly the master trainers. It will provide the students with sufficient
information about special education, its terminology, basic concepts and history.
It also highlights the categories of the handicapped, the magnitude of the problem,
existing educational facilities and necessary reforms needed to overcome the
malaise. Student-teachers are encouraged to use the reading materials in a manner
which tends to stimulate group discussion and helps to form correct concepts. The
subject-matter is explained with the help of references. The necessity of using the
references is stressed by introductory motivational sentences and exercises at the
end of each sub-topic. The sequence of the subject-matter and systematic-
instruction inspires a student to undertake activities for his satisfaction by doing
which he has learnt. In this way utmost involvement of the students is expected in
the materials.

I must, express my gratitude to the Vice-Chancellor who has always

encouraged the course-team by his utmost support during the preparation of this
course. I would also like to express my special thanks to the Principal, Al-
Maktoom, Special Education, School for the Visually Handicapped and the
Director-General of Special Education for providing library facilities and general
support.

It is a great privilege for me to congratulate Mr. M. Mahmood Hussain

Awan, the Course Development Coordinator, the members of the Course-Team,
and other colleagues of the Faculty who contributed in the development of this
Study Guide and offered valuable suggestions to make it really interesting and

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useful.

The ever-changing process of better to best provides a room for those who
want to do something for their fellow-beings. I would like to invite all such
teachers to offer their valuable comments/suggestions to make these materials
still more useful and interesting.

Dr. Shaukat Ali Siddiqtii

Dean

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 COURSE INTRODUCTION
The field of special education is emerging as a national priority; it makes
extensive demands on the teachers of the handicapped children. Apart from
knowing the requirements of teaching normal children, special education teachers
need to have an insight into the special educational needs of various categories of
handicapped children and socio-economic background of their parents and
attitudes of the society. The course on perspectives of special education has been
developed to provide these teachers with awareness about the background, basic
concepts, needs, scope and the link of special education with other disciplines.
Special education is a multi-disciplinary activity requiring action in many fields
such as health, social welfare, education, vocational training and rehabilitation. It
is designed to develop in the student-teachers the skills of working closely with
parents and the organizations concerned in helping the children who have special
needs.

The course also highlights the problems and difficulties of the

handicapped person in his/her total rehabilitation process in the community. It
will also help you to analyse the current trends and issues in special education.

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 COURSE OBJECTIVES

It is hoped that the successful completion of the course will enable you to:

1. Describe the background and basic concepts in special education and current
trends of this discipline.

2. Enumerate the factors which have determined the plight of the handicapped.

3. Discuss the phenomenon of social progress and statistics of children in Pakistan.

4. State the magnitude of the problems of different categories of handicapped

children,

5. Indicate the attitudes of society towards the handicapped,

6. Describe the social psychology and rehabilitation process of handicapped

children.

7. Determine the needs of handicapped children.

8. Analyse various types of special education provisions.

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 COURSE REQUIREMENTS
The course-work is divided into 9 units. Each unit represents an area of
study. For instance, Unit No. 1 relates the basic concepts and terminology of
special education and related fields. You are required to study these topics and
the themes related to them from the books prescribed/suggested for this course. A
Unit contains course-work for two weeks. You are required to study the
prescribed material within the stipulated period.

You will be required to do two assignments in this course. Assignment

No. 1 will be due alter completing the study of Unit No. 1 to 4. Assignment No. 2
will be due after completing the study of Unit 5 to 7. The last two Units, will be
covered in the final examination along with the first 7 Units.

For each Unit, an introduction is given to enable you to develop an

overview of the Unit, then sub-themes are briefly- discussed before introducing
prescribed reading materials. Besides this, objectives of the Unit arc very
specifically laid-down to facilitate a logical approach during your study.

At the end of each Unit, Sell-Assessment Questions (SAQs) arc given.

These are meant to help you in evolving a self-evaluating process. These
questions can be effectively answered only after studying the books/reading
materials prescribed. The exercises at the end of each theme will help you in
understanding the course.

The prescribed reading material is marked as 4.4, 8.2 and so on. The first
figure indicates the Unit and latter the number to reference in the Unit; i.e. in
above: 4 and 8 indicate the Units, whereas 4 and 2 relate the number of reference
in it. It is accordingly placed in your learning package.

a. How to Use Reading Material?

Each theme is briefly described and details to required course-work along
with prescribed reading material is given in the Unit. After going through the
reading material; exercise/activity should be attempted to develop deeper
understanding of the course.

b. Why Self-Assessment Questions?

A few questions are provided at the end of each Unit to help you in

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evolving a self-evaluating process in the absence of a formal classroom situation.
Try to find out the answers while studying the prescribed reading material. It will
help you to understand and complete your course requirements. If you fail m
answering most of the questions successfully, go through the material again and
again until you are able to acquire requisite mastery over the content.

c. Assignments
Assignments are those written exercises which you are required to
complete at your own home or place of work after having studied different parts
of the prescribed reading material. For this course you will receive two
assignments which we expect you to complete within the study period.

This is compulsory course-work and its successful completion will render

you eligible to take final examination at the end of the semester.

To complete your course-work successfully, you are provided with

tutorial support, so that you can discuss your academic problems in tutorial
meetings arranged once in a fortnight and seek necessary guidance from your
tutor.

After completing the assignment, you should promptly send it to the tutor,
whose name is already notified to you for assessment and necessary guidance.
Your tutor will return it after marking and providing you necessary guidance for
further improvement.

To qualify each assignment, you have to obtain a minimum of 40% marks.

d. Activities
Activities are an integral part of the teaching structure of distance
learning. They are intended to involve you in a task that will not only enhance
your learning but provide you with an opportunity to express your own views, to
examine and comment on relevant course material, to compare your opinion with
others, and to find out or propose solutions to various problems raised in the
course material. All activities will be discussed with your tutors and fellow
students so that you can all share and gain from the experiences of each other.

e. Assessments
1. For each course the registered student will be assessed as follows:
i. Assignments (continuous assessment).

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 ii Final examination (will take place at the end of the semester).
a. These two components contribute to 30:70 of the student's final
course
grade.
b. For successful completion of each course, the student will be
required to qualify in each component separately, i.e.
assignments and final examination.
c. To take final examination, the student has to pass the assignment
component.

2. The conditions to qualify each component are given below:

The student has to obtain:

i. A minimum of 40% marks in each assignment (total number of
assignments for each course is 2).
ii, A minimum of 40% in the final written examination,
iii. An aggregate of 40% of both the components, i.e. assignment and
final examination.

The final grade will be determined as following:

40% to 54% C
55% to 69% B
70% and above A

PRESCRIBED READING MATERIAL

a. COMPULSORY READING:
Abdullah Tahira,The Situation of Disabled Children in Pakistan UNICEF,
Islamabad, 1981.
Ahmed Manzoor-ud-Din, Meaning of Social Welfare in Pakistan As a
Developing Country, National Council of Social Welfare, Islamabad,
1971.
Booth Tony and Potts Patricia, Integrating Special Education, Basil
Blackwell Publishers, England, 1983.
Brennan Wilfred K, Curriculum for Special Needs, M & A Thomson
Litho Limited, England, 1985.

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Brattgad Sevan-olaf, The Handicapped person in the Community,
Tavistock Publications London, 1974.
Gearheart Bill R and Weishahn Melw, The Handicapped Student in the
Regular Classroon, The C.V. Mosby Company New York, 1980.
Gerew Kathenne, Complete Special Education Handbook, Parker
Publishing Company, Inc. New York, 1978.
Goffman Erving, "Stigma and Social Identity" The Handicapped Person
in the Community, Tavistock Publications London, 1974.
Government of Pakistan, Economic Survey 1991-92 Economic Adviser's
Wing, Ministry of Finance, Islamabad, 1992,
Government of Pakistan, Ministry of Health, Special Education and Social
Welfare, Handbook of Statistics on Disabled Person in Pakistan,
Islamabad, 1983.
Government of Pakistan, Pakistan, 1986, Directorate of Films and
Publications, Ministry of Information and Broadcasting, Islamabad.
Government of Pakistan, Report of the Cabinet Committee on The Special
Education of Disabled Children, Ministry of Health and Social Welfare,
Islamabad, 1983.
Government of Pakistan, The Seventh Five-year Plan (1988-93)y Planning
Commission, Islamabad.
Gulliford R, Special Education Nerds, Routledge & Kegan Paul, London,
1976.
Hallahan Daniel P, and Kauffman James M, Exceptional Children,
Prentice-Hall International Inc. N. J USA, 1978 and 3rd Edition, 1986.
Hewett, Frank M, Education of Exceptional Learners, Allyn and Bacon,
Inc. London, 1984.
Ing Maggie, 'Motivation and Curriculum Planning1, The Study of the
Curriculum, Batsford Academic and Educational Limited, London, 1981.
Khan Shirin Dr., "Educational Preparation for the Integration of Disabled
Persons in Society" Presented in the Workshop on the theme Information,
Awareness and Understanding for Integration of Disabled Persons and
Society, The Pakistan Society for the Rehabilitation of the Disabled,
Lahore, 1984.

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Kirk Samuel A, Educating Exceptional Children, Haughton Mifflin
Company, Boston, 1972.
Miles M, "Public Attitudes Towards Persons With Disability Following
I.Y.D.P. (1981)," Presentation in Workshop on the theme: Information,
Awareness and Understanding for the Integration of Disabled Persons
and Society, The Pakistan Society for the Rehabilitation of the Disabled,
Lahore, 1984.
Mokal Sardar Hadayatullah, "Vocational Preparation for the Integration of
Disabled Persons in the Society", Presented in the Workshop on the theme
Information, Awareness and Understanding for Integration of Disabled
Persons and Society, The Pakistan Society for the Rehabilitation of the
Disabled, Lahore, 1984.
Pearlman Laura and Scott Kathleen Anton, Raising the Handicapped
Child, Prentice-Hall International Inc., New Jersy, USA, 1981.
Spencer Metta., Foundation of Modern Society, (4th Edition) Prentice-
Hall, New Jersy, USA.
Stone Judith and Taylor Felicity, A Handbook for Parents With a
Handicapped Child, Arrow Books, London, 1977.
Thomas David, The Experience of Handicap, Methuen & Co. Ltd.,
London, 1982.
Thomas David, The Social Psychology of Childhood Disability, Methuen
& Co. Limited, London, 1978.
World Health Organization, Disability Prevention and Rehabilitation,
World Health Orgainzation, Geneva, 1981.
Wynn Lundsteen Sara and Bernstem Tarrow Norma, Guiding Young
Children's Learning, Me Craw-Hill, Inc., USA, 1981.
Young Kinball, Handbook of Social Psychology, Rouiledge and Kegan
Paul, London, 1957.
Yousafzai Fazal-e-Rabbi, A Study of the Education of Educationally
Subnormal Children in UK and Its Implementation for Pakistan, 1978.
Zais Robert S, Curriculum Principles and Foundation, Thomas Y.
Crowell Company, Inc., New York, 1976.

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 Hewett, Frank M, Education of Exceptional Learners Allyn and Bacon
Inc., London, 1984.

b. SUGGESTED READING:
Ahmed K., Social Development (Unit 4) in Ahmed K, 1993. Educational
Psychology- (671) AIOU.
Barbe Walter B, "Identification and Diagnosis of the Needs of the
Educationally Retarded and Disadvantaged", The Educationally Retarded
and Disadvantaged, The National Society for the Study of Education,
USA, 1967.
Dr. Meher Hassan, "Vocational Training for the Handicapped Children"
Report of the National Workshop on Welfare and Development of the
Handicapped Child, Ministry of Health and Social Welfare, Islamabad,
1979.
Government of Pakistan, Report of the Pakistan Delegation, on 8th Asian
and Pacific-Regional Conference of Rehabilitation International, Ministry
of Health, Special Education and Social Welfare, Islamabad, 1986.
Gul S. Hunzai, An Epidemiological Study of "The Disabled Children in
Pakistan, Ferozsons Pvt. Ltd., Lahore, [Link] Neville, "Attitudes to
Disabilities: A Training Objective", Teacher Training and Special
Education Needs, Groom Helm Ltd., Australia, 1985.
Lukoff Irving F, ei-al, Attitudes Towards Blind Person, American
Foundation for the Blind, New York, 1972.
Mackeith Ronald, "The Feelings and Behaviour of Parents of
Handicapped Children" The Handicapped Person in the Community,
Tavistock Publications, London, 1974.
Miles M, Attitudes Towards Persons with Disabilities, Mental Health
Centre, Mission Hospital, Peshawar, 1983.
Norns, G. Hairing, Behaviour of Exceptional Children, (2nd Edition) Bell
and Howell, Ohio, 1978.
Simonson Linda Rumanoff, A Curriculum Model for Individuals with
Severe Learning and Behaviour Disorders, University Park Press, USA,
1979.
Topping Keith J, Educational Systems for Disruptive Adolescents, Groom

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Helm,
London, 1983, .
Warnock H. M., Report of the Committee of Enquiry into the Education of
Handicapped Children and Young People, Her Majesty's Stationery
Office, London, 1978.

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