Inclusive Education in Pakistan: Role of Teachers’ Sense of Self-Efficacy

Mahwish Kamran; Martin Thomas

doi:10.47985/dcidj.539

Inclusive Education in Pakistan: Role of Teachers’ Sense of Self-Efficacy

Authors

Mahwish Kamran Iqra University https://orcid.org/0000-0002-05
Martin Thomas Forman Christian College (A chartered University)

DOI:

https://doi.org/10.47985/dcidj.539

Keywords:

N/A

Abstract

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Author Biographies

Mahwish Kamran, Iqra University

The author is a Research Associate and a Lecturer at the Iqra University, Karachi, Pakistan. He is keenly involved in research on inclusive education, special education, curriculum development and assistive devices for catering to children with special needs.

Martin Thomas, Forman Christian College (A chartered University)

Dr. Thomas has recently been appointed as Associate Professor by the Forman Christian College (A Chartered University) in its education department. For around sixteen years, he worked at Notre Dame Institute of Education (NDIE), Karachi and undertook the responsibilities of Deputy Director, Educational Leadership Program Coordinator, Practicum Coordinator and Lecturer and managed a number of administrative, curricular and co- curricular activities.

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2022-11-03

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Kamran M, Thomas M. Inclusive Education in Pakistan: Role of Teachers’ Sense of Self-Efficacy. DCIDJ [Internet]. 2022 Nov. 3 [cited 2024 May 19];33(3):91-6. Available from: https://dcidj.uog.edu.et/index.php/up-j-dcbrid/article/view/539

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Vol. 33 No. 3: (Autumn) - 2022

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Letter to Editor

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DCIDJ has been moved from Liliane Foundation to the University of Gondar

July 31, 2023

We are pleased to inform you that the Disability, CBR, and Inclusive Development Journal (DCIDJ) has moved from the Liliane Foundation (https://dcidj.org) to the University of Gondar (https://dcidj.uog.edu.et). The University of Gondar is the only university that owns the CBR Program in Ethiopia. The CBR program was established in 2005 in partnership with Light for the World and Save the Children to alleviate various problems faced by persons with disabilities due to lack of access to rehabilitation services and community awareness. The University of Gondar (Ethiopia) and Queen’s University (Canada), supported by the Mastercard Foundation, have developed a 10-year partnership to advance inclusive higher education for young people with disabilities, develop new occupational therapy programs, and advance research for inclusive education and community-based rehabilitation in Africa. Hence, the University of Gondar is an excellent fit to manage the journal as it has extensive experience in the field of disability, CBR, and inclusive development.

The DCIDJ is an online journal with a 33-year-old history of publishing research in the broad field of rehabilitation and disability inclusion. It is an open-access journal that aims to provide a platform for high-quality and innovative research that includes a diverse range of perspectives, including academics, researchers, scholars, and postgraduate students. The journal covers topics such as disability rights, inclusive education, community-based rehabilitation, disability and development, and more. The journal is a quarterly publication that will be available online in four issues per year. We would like to acknowledge the good relationship with the Liliane Foundation and Enablement who chose the University of Gondar as a sustainable base as this university is one of the leading universities in Ethiopia in the field of disability, development, and rehabilitation. This is a positive step towards enhancing the dissemination and impact of research and knowledge in the CBR/CBID community.

Inclusive Education in Pakistan: Role of Teachers’ Sense of Self-Efficacy

Authors

DOI:

Keywords:

Abstract

Author Biographies

Mahwish Kamran, Iqra University

Martin Thomas, Forman Christian College (A chartered University)

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