CROSSING THE DIVIDE: EMPOWERING PERSONS WITH DISABILITIES THROUGH OPEN AND DISTANCE EDUCATION UNESCO Conference: From Exclusion to Empowerment November 2014, New Delhi, India. ZAHID MAJEED Assistant Professor Department of Special Education Allama Iqbal Open University, Islamabad, Pakistan.

Parallel Session 9  Track-III: Access to Information and Knowledge Open and Distance Learning Services for Learners with Disabilities: the Rights Perspective

Inclusive Education

People with Disabilities: Pakistan  2.49% of total population (1998 census)  National Policy for Persons with Disabilities 2002  Physically Handicapped: 19%  Hearing Impaired: 7.40%  Mentally Challenged: 14%  Visually Impaired: 8.60%  Multiple: 8.21  Others (not classified): 43.33%  Education Policy 2009: Inclusive Education  Disabled Persons (Employment and Rehabilitation) Ordinance 1981

From Exclusion to Empowerment  Educational provisions for 1% of 2.49  Free Education  Free Transportation, Food, Uniform and Books  Monthly Stipend  Double Salary for Special Education Teacher  Cochlear Implementation  Teacher Training (Pre and In-service)  Free Medical Facilities

Students with Special Needs  Few hundred educational institutions up to K-12  Conventional education system not able to cope the special needs of disabled students  AIOU the only institution welcomes special need students from school education to graduate level.  The results are encouraging because the ODL system is much flexible and accommodative for the students with special needs.  The SNS mostly used ICT devices and software for learning and communication

 AIOU enrolled about 500 Students/year with Special Needs  Physically Handicapped  Hearing Impaired  Blind/Visually Impaired  Emotional, Psychological and Behavioural Disordered  Multiple/Cross Disability  Support system in-line with online education and Web 2.0 technologies for the teaching- learning process of PWD

Allama Iqbal Open University

ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD, PAKISTAN9 ALLAMA IQBAL OPEN UNIVERSITY (AIOU)  Allama Iqbal Open University (AIOU) is the first Open University in Asia.  AIOU is a unique institution in Pakistan because of its philosophy, system, approach, functions and overall structure.  The University with its main campus at Islamabad and huge network of regional centers spread all over the country is serving its clientele all over Pakistan and in the Middle East  AIOU is a Distance Education institution, which provides multi disciplinary education from basic to doctoral level programs.

Faculty at AIOU  Four Faculties  More than 40 departments  About 150 Full Time Faculty  About 80,000 Part Time Tutors  About 1.3 Million Students  About 100+ Staff with Special Needs  Blind/Visually Impaired  Physically Handicapped  Hearing Impaired  Emotionally, Psychologically and Behaviorally Disordered

Facilities/Services for Special Need Students at AIOU  Equal Educational Opportunities  Free Education  Relaxation in Admission Criteria/Eligibility  Education for Parents, Spouse and Guardians of Special Need Students  Free Books  Free Soft-wares  E-Content  Online Classes for Multiple or crossed disability Students  Sign language  Content or Material in Braille  Assistant for Writing in Examination for Blind Students  Computer Typed Assignments or final Examination  Assignments, Final Examination in Braille, on computer and voice recording

AIOU’s Readiness  Equal Educational Opportunities  Free Education  Special Need Students’ Friendly Admission Policies  Ramps all over the campus  Accessibility in each department of the university  Online Content  E-Library  E-Examination  Job Opportunities  Workshops/Seminars/Trainings

Experiences at AIOU and in Pakistan  Following new Trends of ODL towards Inclusion  Willingness, motivation and attitude of faculty  Teacher-to-student ratio  Customized instructional materials  Special equipment and Training  Inclusive Education  Technological advances, especially in adaptive devices to attach to computers,

Faculty Readiness  Positive Attitude  Acceptability  Willingness and Motivation  Knowledge about Special Need Students  Individual Differences/Individuality  Assessment (Basic/Screening)  Formal and Informal  Teaching Methods  Administrative  Admission Policy  Fee/Scholarships  Academic  Admission  Content/E-Content  Methodology  Evaluation  Making lecture notes available or providing annotated reading lists,  Online Learning Services

 Assessment  Medical  Transportation  Faculty Development/Training  Online Information  Accessibility  Equal Opportunities  Use of Technology  Study Support  Resource centers  Guidance & Counseling for Students and Parents

Faculty Readiness…Training…Professional Development  Assessment/Diagnosis of children with special needs  Identification of special needs children  Formal and informal Assessment  Reading and interpretation of assessment reports  Consultation/Collaboration with colleagues and professionals  Consultation for support  Participation in discussions  Interaction with schools  Recommendations of others  Collaboration with Experts/colleagues

 Communication and Conversational Skills  Communication with special needs children  Conversation with parents  Holding classroom Discussions  Motivation/Social-emotional and Moral Development  Methods for social development  Making student feel at Ease  Developing positive social atmosphere

 Guidance & Counseling  Guidance to overcome the problems  Counseling sessions  Harmonious and safe working climate  Creativity &Reflective Practice  Corrective measures and Innovation  Applications of theories  Development of Individual Treatment Plan (ITP)  Self reflection  Self-employed learning

 Classroom Management & Organization  Classroom management according to needs of children  Information collection related children with special needs  Maintaining up to date record for ITP  Professional Development  Developing own pedagogical views  Efforts for self professional development  Handling own emotions in difficult situations

Future Planning  The provision of special counseling for dyslexics  Assessment and Evaluation  Inclusive Education as Specialization  COL MA Special Education Needs/Inclusive Education  Curriculum Adaptations  Workshops/Seminars/ Conferences  Inclusive Education as Compulsory subject for all the programs

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