An inclusive society is where equal opportunities are provided to everyone including people with disabilities in all endeavors of development, so that every single person becomes able to contribute his/her share through acquired knowledge and skills. Inclusive education is about being proactive in identifying those barriers and obstacles that children with disabilities encounter in attempting to access opportunities for quality education. This approach of removing barriers and obstacles leads to inclusive society where every human being has the right to have access to every opportunity.
As far as national educational commitments are concerned, the Constitution of Pakistan, under its Article-25-A, guarantees to provide free and compulsory education to all children of the age of five to sixteen years in such a manner as may be determined by law. The federal government including provincial governments of Punjab, Sindh and Baluchistan have already passed the Bills on “Right to Education”.
However, education statistics of Pakistan are not promising for all children. These are also very alarming for children with disabilities. There is no proper evidence available, but as per anecdotal data, majority of children with disabilities in Pakistan are currently out of school, while many of those enrolled are facing difficulties in learning due to a number avoidable and unavoidable barriers. To ensure that all children have access to quality education, education environment, policies and practices must be inclusive for all learners.
To achieve above objectives, CHEF International is implementing Inclusive Education Projects in Battagram, Nowshehra and Dera Ismail Khan through capacity building of local stakeholders including teachers, promoting accessible educational environment and rehabilitation of children with disabilities.
CHEF International developed training manual and advocacy materials on Inclusive Education. The focus to design comprehensive tools and handover to the government educational departments and giving general and specific trainings to the government teachers and functionaries on the importance of Inclusive Education and techniques on how to make our classroom setup inclusive in which children with all disabilities can learn with the non-disabled children.