Assessing the Educational Landscape for Students with Intellectual Disability in Special Education Institutions: A Case Study in Punjab, Pakistan

Abstract

The current strategies for educational planning and assessment in Special Education Schools in Punjab, Pakistan, fall short in adequately supporting the school to community transition for students with intellectual disability. Despite the Special Education Department's emphasis on economic rehabilitation alongside education, achieving successful post school transitions and fostering independent living with meaningful employability remains a significant challenge for individuals with intellectual disability. This qualitative descriptive study explores the existing gaps in the implementation of educational planning and assessment strategies. Data were collected through semi-structured interviews with 7 purposively selected participants, including 3 teachers, 1 parent, 1 vocational teacher, and 2 administrators from special education schools catering to students with intellectual disability. Thematic analysis was applied to the collected data, revealed four prominent themes characterizing the situation of students with intellectual disability in these special education schools: 1) Curriculum Suitability for Post School Readiness; 2) Assessment and Monitoring Mechanism; 3) Causes of Underachievement; and 4) Available Support System. This study sheds light on critical areas requiring attention and improvement, offering valuable insights for teachers, policymakers, and stakeholders. It aims to enhance the educational experiences and future prospects of students with intellectual disability in special education institutions in Punjab, Pakistan.