Education of Disabled Children

Education of Disabled Children Disability could be visible or invisible, temporary or permanent. The first major and systematic record of disabled persons in Pakistan is available from 1961 census. According to this record nearly 2 percent of the population suffered from all kinds of disabilities, particularly the children of age group 0-14 years after the initial crisis, many parents develop healthy and constructive attitude towards their handicapped children maximum population of Pakistan lives in rural areas so majority of the children are born and brought up there. The overall condition of our villages gives their life as start with multiple disadvantages. They suffer from illness caused by malnutrition and non-hygienic condition. The situation of handicapped children is far from satisfactory. The causes of this tragedy are poverty, ignorance, malnutrition, poor housing facilities, inadequate healthcare and environment act as a catalyst for infection. Good physical and mental growth can not be achieved in an e nvironment where there is poverty and misery, food and shelter is inadequate and health services are either lacking or extremely inadequate. The adverse social, economic and environmental conditions can be considered responsible for the poor intellectual performance of many children, who in more favorable environment could develop abilities within a spectrum. (David, 1978) Education of the disabled children was considered as useless exercise. The assumption was in past that a disable person could never become an integral member of the society. Persons with professional expertise to teach disabled children were not available and there was no infrastructure to support the education, training and rehabilitation of special children. The time has changed and the education of disable has started with a focus. A gradual realization has emerged that the education of a disable child is as important as the education of an able bodied main stream child. (Ali, 2003). One-quarter of the teachers believed that they had sufficient classroom time for inclusion efforts, that they were currently prepared to teach students with disabilities, or that they would receive sufficient training for inclusion efforts. These findings were interpreted as support for the assumption that teachers viewed students with disabilities in the context of the reality of the general education classroom rather than as support for the prevailing attitudes about integration. General education teachers thus demonstrated certain reluctance about inclusion that must be addressed if such a policy change was to be successful (Welch, 1989). The emphasis on special education as a place deflected attention away from the fact that special education was a more comprehensive process whose actual dynamics were major contributors to its success or failure A significant part of the special education process was represented in the beliefs and actions of general education. An integrated system means that special education cannot act independently as a separate system, but must formulate policy in response to the attitudes, perceptions, and behaviors of general education (Gallagher, 1994). Consideration for the needs of students of special school is the most central aspect of special education. It not only help teachers to plan, devise and implement modified curriculum but also guide them to create congenial classroom environment, set individual educational plans, arrange suitable educational resources, adopt effective teaching strategies, and select appropriate evaluation methods to improve the learning out comes of special children. Parents themselves take their disable child to special school where the school staff access their needs without following any standardized method for assessing the level of childs disability. Consequently, a very little detail about the special educational needs of the assessed child is available which is not sufficient for teachers to devise effective educational plans and arrange appropriate resources for such children (Coenen et al 2006). The issues concerning education of handicapped children and sociological view are globally highlighted by social scientist. The complexity in the nature of problems has further demanded prudent efforts especially in traditional societies of developing countries. Dera Ghazi Khan remained remote and deprived district of Punjab in terms of resource allocation yet the existence and sustainability of special education centers will determine the socio economic status of handicapped children. The evaluation of centers will help in determining the needs and problems of these helpless population strata. In this regard the present study will be contributing a substantial part in improving the efficiency of services provided to handicapped children. Mext (2002) explored that education system for children with special needs was shifting to special support education at the beginning of the 21st century. Ministry of education, culture, sports, science and technology mentioned that the special support education is a primary catalyst for the progress toward an equal opportunity society for all children including individuals with disabilities. The main principle of special support education is meeting individual needs of each child. A lifelong support system shall be developed through co-operation among every sector in society to promote childrens autonomy and participation in all societies. Ali (2003) studied the maturity of special education system in historical perspective and the nature and put some measures for its improvement. In her study she designed various instruments and conducted interviews of the special educators, support professionals, parents of special children and special persons. She found that the parent involvement in the education of special children is at minimal. A part from this she also concluded that majority of parents of special children of all categories and special persons are not completely contented with the education being given to their children. She also concluded that the role of non-government organizations (NGOs) was very large in the improvement of special education in Pakistan. Alam et al (2005) studied the behavior of parents towards physically handicapped children in Islamabad city by interviewing method. They found that a major proportion of the respondents had intermediate to graduation levels of education. About 30% of the respondents children suffered from deaf and dump and blind. Majority of the respondents said that their children were physical handicapped since birth. Kitcher et al (2005) studied that behavioral disorders were not only very distressing to multiply handicapped patients and their families but also had a negative impact on their learning at school or other facility, peer relationships and social competence, so more attention should be paid to diagnose (detect and classify) and aggressively treat behavioral disorders by pharmacological, educational and environmental interventions. Kazimi (2007) reported that in Pakistan, three systems of Education at present operate 1. Normal schools 2.Special Education Schools and 3. Inclusive Schools. In the last named special students of only the lower classes were accommodated. She argued that problems associated with working environment in Pakistan were wide ranging and have very severe effect on the personality of the person, especially when working with children in special setting or in inclusive settings with mental retardation or physical impairment. Further more, Teachers very often feel stress due to professional demands and ambiguous job description, parental pressure, non-supportive behavior and lack of student motivation. Similarly, Teachers working in mainstream inclusive education setting feel less stress. Molnara et al (2008) reported the education of the forthcoming generation was always a difficult task and this was particularly true for those educational institutes where students requiring special treatment were educated. These students were often educationally challenged, mentally challenged or multi-challenged. They present an international co-operation lasting for three years whose prime goal was to construct non-language-dependent software for handicapped children. They introduce the institutions taking part in the development, the process of the programs creation, the steps to apply the program and the possibilities and methods of improvement. Rao (2008) studied the persons with disabilities enjoyed co-existence, though at special times, the behavior and attitudes were at variant. An intellectual disability poses greater challenges than the other types. The families of persons with intellectual disabilities did also have needs different from others, which cannot be segregated from the needs of children with intellectual disability. The National establishment for the Mentally Handicapped had developed many service models and contributed headed for human resource development and research. National Policy has also measured as vital progress of human resources for providing education to all children with disabilities in the common education stream. Many milestones have been left behind in the path, major achievements have been made and opportunities have been formed for the disabled. Fletcher (2009) studied the students with a classmate with serious emotional problem incident reductions in first-grade test scores particularly students in low-income schools and within schools using school-level fixed effects condition was qualitatively parallel. The importance of the decline in mathematics achievement was approximately 30-60 percent of the size of the adjusted black-white achievement gap. Since nearly 10 percent of the student population has a classmate with a serious emotional problem, the total effect on test scores of the procedure of including these students is potentially quite large. Nabeel (2009) stated that Department of special education Allama Iqbal Open University (AIOU) through distance learning system offers study/training at graduate, masters and Ph. D. levels. Teachers were equipped in 6 specialized areas of visual mutilation, physical disabilities, hearing impairment, intellectual disability, learning disability and inclusive education. Each student is assigned to a teacher who is a subject specialist. The special teacher training model through distance education method is highlighted. Pasha (2009) assessed that no standardized method is being used for special education. In Pakistan International Classification of Functioning has emerged as a standardized method for measuring health and disability at both individual and population a level. He explored the scope of ICF in the field of special education and has established links between ICF categories and curriculum areas, classroom activities and learning objectives for improving the quality of education. Further research has been recommended to find solutions to overcome the initial problems in adapting ICF framework in the field of Special Education in Pakistan.

Jeremiah :: Religion, Bible

Jeremiah 31:1-6 is the announcement of restoration, giving rest to Israel. Jeremiah 31:1, â€Å"At that time,† declares the LORD, â€Å"I will be the God of all the families of Israel, and they will be my people.† (NIV). â€Å"While the return from captivity is a good thing, it was a very difficult time, a time when the Jews, where threatened by those who occupied that land during the captivity and later by the Greeks and Romans. This restoration includes al the clans of Israel. Historically the Northern kingdom ceased to exist nearly 200 years prior to prophecy.† â€Å"Jeremiah’s great contribution to our understanding of messianic prophecy and how the New Testament relates to the Old Testament is that he explicitly describes a coming glorious â€Å"new† covenant (Jer. 31:31-34) that will replace the old one that Israel/Judah has shattered and annulled† (Pg. 174). â€Å"Chapters 30 and 31 contain no historical dates or ties to the reign of a king. This absence of dates or specific historical ties gives these first two chapters a certain timelessness. Also, in chapters 30-33 Jeremiah does not connect the future restoration to the downfall of Babylon. Instead, the restoration is tied theologically to the fulfillment of both the Abrahamic and the Davidic covenants-the new covenant and the associated blessings of restoration come as a fulfillment of those prior covenants (which are not broken)† (Pg. 174). Exodus 6:5-8, â€Å"Moreover, I have heard the groaning of the Israelites, whom the Egyptians are enslaving, and I have remembered my covenant.â€Å"Therefore, say to the Israelites: ‘I am the LORD, and I will bring you out from under the yoke of the Egyptians. I will free you from being slaves to them, and I will redeem you with an outstretched arm and with mighty acts of judgment. I will take you as my own people, and I will be your God. Then you will know that I am the LORD your God, who brought you ou t from under the yoke of the Egyptians. And I will bring you to the land I swore with uplifted hand to give to Abraham, to Isaac and to Jacob. I will give it to you as a possession. I am the LORD’† (NIV). How theme contributes to Jeremiah’s message-wailing, weeping, rejoicing. â€Å"In the Septuagint, Lamentations is associate with Jeremiah, who is identified as the author† (Pg. 193). â€Å"The poet of Lamentations will rise briefly above his agonized cry from the ashes to reaffirm the faithfulness of Yahweh and to pray for the restoration† (Pg.

Mercury Athetic

Net Present Value of Mercury Athletic Enterprise The results of my financial analysis based on the Free Cash Flow Method considering the base case of financial projections and assumptions for Mercury Athletic Footwear collated and developed by John Liedtke indicate that that the project to acquire Mercury Althletic has a positive net present value at $243,025 (in thousands) [ given by PV(FCF)=86,681+ PV (Terminal Value) =156,343] which is also greater than the recommended acquisition price of $186,216 (in thousands),therefore Active Gear Inc. hould proceed with the acquisition of Mercury’s operation. Free Cash Flow The free cash flow from Mercury’s business operations was determined using the base case for the consolidated operating income, expenses, tax rate and depreciation to determine the net operating profits after tax (NOPAT) for the years 2007-2011. Free cash flow was then calculated using the formula (FCF= NOPAT + Depreciation-? Net Working Capital -?Fixed Asset s) which was evaluated at $21,240, $26,727, $ 22,097, $25,473 and $29,545 for the years 2007, 2008, 2009, 2010 and 2011 respectively. The Cost of Debt and the Cost of Equity The next step was to determine the coast of debt, using the assumptions made by Mr. Liedtke which outlines a tax rate of 40%, the cost of debt of 6% for a leverage of 20% debt. The after-tax cost of debt (RD) was determined to be 3. % [using RD =(R*(1-Tax Rate), where RD =after rate cost of debt, R= cost of debt] The cost equity estimated using the CAPM approach, Surfside Footwear was selected as a comparable company since its EBIT Margin of 9. 3% was the same as the average consolidated EBIT Margin of Mercury Athletic for period 2004-2006, the Equity Beta for Surfside from Exhibit 3 was 2. 13. The risk free was determined to be 4. 69% using US Treasury Bills Yield given in the case Footnotes on page 7. The 5 year T-bill yield was selected as†¦

Enterprise Architecture Proposal - 3307 Words

Submitted December 4, 2011 Description The organization I have selected is the company I work for, CMH Systems. The core functions of this business are Therapy, Counseling, Placement, and Job skills to name a few. This is a Mental Health Organization that compiles and disburses many services, including Doctors, Prescriptions, Hospitalization, and Housing of Mentally or emotionally challenged individuals. Protecting client information is essential. The integrity of such information is critical. We are currently in an affiliation with other CMH agencies and service providers across the state. I chose this agency because it is evolving so fast. IT is involved in every aspect of this organization and keeping abreast of changes are a†¦show more content†¦The way we are currently conducting business is that we are completely different entities, and we have no direct recourse over what goes on there. The reason for the change in design is vital to the way we conduct business now and has a definite impact on the future. I propose the agencies come together in one coordinated model. Reasons being, although we have separate management we serve the same general population. As the governing body, we are ultimately responsible for data integrity and state mandated reporting. At this point, in our business, we collect data separately and the individual IT staff of each unit is responsible for the extraction of date, once collected it is sent to us for submission to the state. Due to the different collection methods involved, we are presented files that need to be corrected each month. In order to eliminate the process of double duty we need to implement the coordinated model. †¢ steps recommended to achieve an operating model Implement and maintain a private vpn between agencies. This allows for a continuos connection for the transmission and reception of data. 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