The move for inclusive education has successfully completed the advocacy phase of this new concept in Pakistan. Punjab is now actively engaged in adapting its entire system of over fifty thousand primary schools to embark on this new journey. It seems, therefore, important to see to what extent the prospective teachers are ready to take up this task in the future. This study was conducted to investigate the perceptions of prospective teachers about the knowledge and use of differentiated instructions to implement inclusive education effectively in regular classrooms. DIS; Roy, Guay, and Valois (2015)were used to collect data. The sample of the study consisted of 162 prospective teachers enrolled in B.Ed.Hons. Education and B.Ed. Hons. Special Education in two major public sector universities. The findings of the study indicated that prospective teachers understand differentiated instruction as a strategy in inclusive education, but they lack knowledge in practicing and adaptation processes.
Purpose: Communication skills are essential for all individuals in the world to interact with each other. It is the beauty of communication skills to make the population of world capable to share thoughts, experiences, and views with one another. Meaningful communication is always constructed by effective coordination of cognitive, motor, social and linguistic skills. Underlying reasons of genetic or environmental factors affect the cognitive, motor, social and linguistic skills, causing delays in language and communication skills. This comparative study envisioned to find out the communication skills of school going children with IDDs and those who are out of school.
Design/Methodology/Approach: This study was descriptive in nature. A sample of 120 children with IDDSs from which 60 were school going and 60 were out of school, was selected from Punjab province of Pakistan. Parents and teachers rated the communication skills of their children with IDDs.
Findings: Communication skills in school going children with IDDs significantly and remarkably higher than children with IDDs who are out of school. Study recommends to make education accessible for all and provide all children with IDDs to equitable access to schools so that their cognitive, motor, linguistic and social needs can be fulfilled.
Implications: Parental training and awareness campaigns for the development of communication skills will be indispensable. Schools are important for the whole life grooming of individuals with intellectual disabilities.
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