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یہ ہم نے غور کرنا ہے یہ ہم نے سوچنا بھی ہے

یہ ہم نے غور کرنا ہے یہ ہم نے سوچنا بھی ہے
جو ہم نے آج بونا ہے اُسے کل کاٹنا بھی ہے

فقیری کے ضوابط میں میاں اک ضابطہ ہے یہ
کہ زندہ دل کو رکھنا خواہشوں کو مارنا بھی ہے

مجھے یہ خوف بھی لاحق کہیں رسوا نہ ہو جائوں
کہ میں نے اُس سے اُس کا ہاتھ آخر مانگنا بھی ہے

یہ چھت اپنی، در و دیوار اپنے ، گھر ہے یہ اپنا
کڑا جو وقت آئے جاں کو اس پر وارنا بھی ہے

یقیں مانو بڑی مشکل میں ہے پھر آج کل تائب ؔ
وہ ظالم اب یہ کہتا ہے کہ اُس کو بھولنا بھی ہے

Mainstreaming LSENs in a Regular Classroom: A Scoping Review

This study aims to generate thorough and comprehensive review of the teacher’s perspective and hands-on experience in mainstreaming LSENs in a regular classroom, including teachers’ attitudes and perceptions, challenges encountered, and teaching approach in handling mainstreamed classrooms. A scoping review framework by Arksey and O’Malley’s (2005) systematically analyzed the data of the different articles conducted by various scholars. Through scrupulous and through selection of related studies, 10 articles were included in the review from 6 different countries across the globe. The articles included were conducted from 6 countries and various databases. The study highlighted that: 1) teachers have positive and negative attitudes towards mainstreaming, 2) teachers experienced various challenges in handling a mainstream classroom, and 3) learner-centered approach to learning is used in the classroom. Mainstreaming LSENs in a regular classroom has pros and cons among teachers, regular students, and the LSENs themselves. Hence, a daunting responsibility for the teachers. Nevertheless, it is imperative to support teachers by giving seminars and training, especially to those non-special education majors, to be fully equipped to handle mainstreamed classrooms.

The Use of Ict in Social Studies Classroom: the Pakistani Context

The use of Information and Communication Technology (ICT) as a teaching tool in developing countries is still a new strategy for most of the teachers in this context. This study was conducted with an aim of finding out how teachers in developing countries use ICT as a teaching tool. The study will help teachers and teacher educators to better understand how the use of technology (ICT) in the classroom can help to enhance the teaching of social studies in schools. A case study approach was used to study one teacher of Social Studies who teaches lower-secondary school. The study investigated typical ICT resources used by the teacher in teaching the subject; how and in which ways the teacher used ICT in teaching Social Studies and the factors that influenced the teacher's decision about the selection of learning activities and resources. After the analysis of data, it was found that the teacher used ICT as a source of information for herself and her students. It was also found that teacher's use of ICT as a simulation tool was instrumental for enabling students to visualize abstract concepts and aid better understanding. The study also found that the teacher's use of ICT was primarily motivated by the capacity of ICT resources to motivate students during the learning process; thus, providing relevance of the ICT resources to the topic of study. It was evident that the teacher believes that the use of ICT in today's world has become a necessity rather than a choice. The study further indicated that teacher's beliefs about teaching and learning play an important role in the use and selection of ICT materials. It was evident that the teacher's exposure to new concepts about learning influence the teacher's use of ICT. It was, however, further found that much of the use of ICT by the teacher was dominated by the use of CDROMs and internet to achieve conceptual understanding. Less evidence suggested the achievement of higher order and critical- thinking skills.
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