Challenges to Learners with Disabilities in the Higher Education Institutions in Pakistan: A Review

Abstract

Due to numerous reasons, educating learners with disabilities is an uphill task in Pakistan. Low enrolment and high dropout ratio of such learners need the attention of all stakeholders. The study inquired into the problems faced by learners with disabilities in Universities of Pakistan. The study, by reviewing the literature, examines the accessibility of learners with disabilities in universities, teachers' training, teaching methods, attitudinal challenges, and support services. The study concludes that these students face attitudinal problems both from fellow students and teachers; lack of access to classrooms, libraries, administrative offices; unfriendly teaching methods; untrained teaching staff; hostile environment; lack of assistive devices and transport to, from and inside the campus. The study recommends accessible buildings, accessible transport, capacity development of faculty in special and inclusive education, access to library and administration, curriculum revision, and implementation of policies regarding the inclusive education system.

Inclusive Education for Students with Hearing Impairmentin Pakistan: Communication & Socialization Challenges at Higher Education

“…As a result, all SWHI face communication challenges, directly or indirectly affecting their academic success adversely. Pakistani HEIsare still immature inhandling the problems of SWHI and do not really provide them with an enabling and inclusive learning environment (Arsh et al, 2019;Hameed & Ain, 2020;Hussain et al, 2020;Noor et al, 2020).…”

“…Scholars have noted that SWHI face countless problems in communication, socialization, curriculum adaptation and modification and above all, in sign language interpretation (Onuigbo et al, 2020;Possi & Milinga, 2018;Safder et al, 2012). In the Pakistani context, communication and socialization problems faced by SWHI in HEIs are higheras compared to the developed countries.This is because of the fact that only a few Pakistani HEIs in public and private sectors are at the initial stagesof accepting SWHI (Hussain et al, 2020;Noor et al, 2020).…”

“…Communication problems of SWHI arecomplicated because they come from a variety of educational backgroundsand communication environments. They face communication problems in inclusive settings because there is a gap between personal comprehension and the ongoing classroom conversation (Hussain et al, 2020). Such problems seem more significant for SWHI who use a mixed communication model; however, the major obstacleidentified for them is classroom communication (Noor et al, 2020).…”

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

“…Sometimes, some newly born babies with disabilities are killed, whiles others are concealed because parents believe it is God's retribution for an act of disobedience. Ramakrishnan (2020) and Hussain, Shahzadi, and Khan (2020) believe that this attitude toward LWDs causes a severe impediment to social and academic Inclusion.…”