Inclusion in education is essential for educating students with special needs. The basic pillars of inclusive education are teachers who play a key role in the social acceptance of special children and provide them social support without any distinction. It is crucial for all teachers in inclusive education to welcome special students and provide them with equal educational opportunities and environment. The current research aimed to investigate the affective, cognitive and behavioral aspects of teachers' attitudes within the domain of inclusive education regarding physical, social and curricular inclusion using the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) developed by Mahat (2008) and their effects on special children's learning. It was hypothesized that general education teachers who deal with mainstream students have more negative attitudes towards inclusive education as compared to special education teachers. A sample of 280 teachers was drawn from the primary and secondary inclusive schools of Punjab (Pakistan). The results were processed via SPSS-21. The study brings forward the measurement of teachers' multidimensional attitudes towards inclusive education.
Background: Job stress is now a widely used term use by speech-language pathologists. Workplace workload stress, high levels of time pressure, poor salaries, and the effect on mental health on job performance appear to be the main causes of low productivity in any work context. To combat stress, employees require a certain level of motivation as well as job stress management solutions. Objective: To find the effect of job stress and on Speech-Language Pathologists’ job performance in Pakistan. Methodology: It was a cross-sectional study. Sampling technique used for this study was random. It was conducted through social media platforms or online survey. Duration of the study was six months from August 2021 to January 2022, after the approval of IRB. Sample size was 120 that was taken on the basis of (http://www.pslpa.org). SLPs included in this study had experience more than 1 year in Overall Pakistan. Data was collected through structured questionnaire. After the completion of data, all the responses were recorded and frequencies of each question were calculated through statistical package for social sciences (SPSS) to evaluate final results of research. Results: According to the findings of the study, both males and females were feeling job stress at work. Age, profession, job title, and regular salary all have considerable differences. Workload stress, Job Security stress, Shift work stress, and job performance stress were the 4 components analyzed by the researcher. And these variables indicate distinct levels of occupational stress in SLPs (Severe, Moderate, and Mild). Workload stress accounted for the highest percentage of severe to moderate stress, at 28.78%. Job security stress had mild percentage, indicating that SLPs experienced less stress as a result of job security (27.12 %). Shift work had a high level of stress, which had a negative impact on their job performance (25.12 %). And SLPs experienced a higher level of job performance stress in their work settings, which was 28%. These variables are strongly integrated and had a higher effect on SLPs Job Performance. Conclusion: After analyzing the data using SPSS, it was concluded that Workload had an effect on SLPs job performance in more significant way, shift work and Job performance stress had a higher percentage of job stress in SLPs which affect their Job performance. Only Job security shows the mild job stress in SLPs. Key words: Job Security, Job Performance, Speech-Language Pathologist, Workload, Shift Work, Occupational Stress
Psychologists have tried to explain emotions since centuries ago they have tried to identify different types of emotions. Emotions are basically mental experiences that can lead to pleasant or unpleasant moods. Emotions influence our perception and social communication. For Down Syndrome being social can also be determined by emotional recognition. It plays an important role for social interaction which is recognized by emotions and helps them to regulate it for social interaction. Basic emotions which are included in this study are happiness, sadness, and aggressive facial expressions. Objective: To determine the level of emotional regulation through emotional recognition by facial expressions in down syndrome compared to normally developing children. Methods: This was a comparative cross-sectional study. Emotional Recognition Questionnaire Version 7-6/2012 was used. Data on children with down syndrome were collected from special education centres of Lahore and data on normally developing children was collected from the private schools by using standardized tools. The total sample size was 384 calculated by using an online calculator. Data were analyzed using SPSS 21. Results: The results showed that people with down syndrome were good at identifying emotions of happiness, sadness, anger, and worry when compared with normally developing children. Their ability to recognize facial expressions helps down syndrome children for socialization. Conclusions: It was concluded that children with down syndrome can recognize and regulate emotions and emotion of happiness is more easily recognized than the other emotions when it was compared to normally developing children.
Stammering is an issue during discourse. Individuals who hesitate generally or experience difficulty getting sound after it has been suspended. In uncommon cases, stammering may start in adulthood, it is known as faltering or stammering too, and is normally brought about by a stroke, which causes cerebrum harm. Objective: To find out levels of anxiety in stammers. Methods: Study design was cross sectional observational survey. Data were collected from children hospital, Mayo hospital, Sehat complex, The University of Lahore Hospital, bases Guldberg, Falah foundation. Sheikh Zaid hospital, Services hospital, Amin Maktab and social media platforms Study duration was 9 months. Sample size was 100 formula used was N=Z2p (1-p) /d2. N for sample technique. Z for confidence interval P=stands for prevalence and D for precision. Sampling technique used was Convenience sampling technique. Sample selection was done on the bases of inclusions criteria BECK anxiety tool was used as equipment tool. Results: 100 people were observed during the process most of the people who stammer during anxiety were 40 to 50 of their age. Mostly people who were affected were from rural areas 51%. 41% of the students were from intermediate level. Mostly males suffer from stammering. Conclusion: The results showed that the level of anxiety is mild which mostly affects the people.
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