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ایڈورڈ براؤن

براؤن، ایڈورڈ

            علمی دنیا میں نئے سال کا سب سے افسوس ناک سانحہ مشہور انگریز مستشرق پروفیسر ایڈورڈ جی براؤن کی وفات ہے، موصوف نے اس مہینہ کے آغاز میں غالباً ساٹھ پینسٹھ سال کی تخمینی عمر میں انتقال کیا، وہ پہلے کیمبرج میں فارسی کے لکچرر تھے، پھر ۱۹۰۲؁ء میں وہ عربی کے پروفیسر مقرر ہوئے، انھوں نے طب کی تعلیم بھی حاصل کی تھی، عربی میں وہ پروفیسر پامر کے شاگرد تھے، ان کی سب سے جامع، مسبوط اور مشہور تصنیف لٹریری ہسٹری آف پرشیا کی ضخیم جلدیں ہیں، موصوف نہ صرف علمی حیثیت سے بلکہ ایک بے تعصب عالم، ایک ہمدرد مشرق اور ایک شریف انسان ہونے کے لحاظ سے بھی نہایت بلند درجہ تھے، قومی تنگ ظرفی اور مذہبی عصبیت سے وہ قطعاً مبرا تھے، ان آنکھوں کو یہ عزت حاصل ہے کہ انھوں نے مرنے والے کی زیارت کی تھی، آئندہ معارف میں ان کے کچھ حالات سپرد قلم ہوں گے، ہندوستان میں ان کو ہم سے بہتر جاننے والے اشخاص بلکہ ان کے شاگرد موجود ہیں، کیا بہتر ہو اگر ان میں سے کوئی صاحب ہماری مدد فرمائیں اور براؤن پر ایک عمدہ مضمون لکھ کر عنایت فرمائیں اور اگر احباب پسند کریں تو معارف کا ایک نمبر صرف براؤن پر شائع کیا جائے کہ ان کے احسانات کا یہ ادنیٰ ترین معاوضہ ہے۔  (سید سليمان ندوی، جنوری ۱۹۲۶ء)

MEASURE THE LEVEL OF SENSORY PROCESSING PROBLEM IN CHILDREN WITH AND WITH OUT AUTISM IN CLASSROOM ENVIRONMENT

Background of the Study: Sensory processing is the process in which all sensory stimuli integrate and enable person to respond according to the situation. There are number of sensory issues that either parents or teacher do not identify on early stages and various times it also cause behavioral issues or academic issues with in typical children too. The study aims to assess the sensory vulnerability of children with and without autism in the school environment and to identify the sensory issues. Methodology: This was a cross-sectional study conducted in Karachi, Pakistan. Total 86 children recruited and divided into two groups included typical and atypical children. Using a standardized questionnaire-SPM (sensory processing measure) distributed in schools and completed by teachers. Result: Autism affects both mainstream children and children with autism, with sensory process subscales showing significant differences p value (< .005) for t- test.  Autism children have higher sensory process vulnerability, particularly in social participation and praxis variables, compared to mainstream children’s. Conclusion: The study reveals that school initiates sensory stimuli, affecting children's vulnerability, even in special schools, despite providing structured environments for atypical children.

Exploring Students Transition Experiences from Primary School to Secondary School in a Government Secondary School of Karachi

The study aimed to explore the factors which facilitate or hinder students' transition from primary to secondary school. It was conducted in a Government Secondary School in Karachi, where students from feeder primary schools were given admission in grade six of the students' transition secondary school. Data was generated through two main methods. First, a small scale descriptive survey was self-administered with all the students of Grade Six. Second, in-depth interviews were taken of selected students, teachers, and head teacher. Observations were also undertaken of the school activities inside and outside the classroom. The data were systematically analyzed to identify emerging patterns and themes. Findings showed that the students' transition from primary school to secondary school is facilitated or hindered by factors in three main categories. These are: Physical factors (distance from home to school, school building and cleanliness, use of playground, water and washrooms facilities, and canteen facility); Social factors (friendship among the children, student-teacher relationship and students-head teacher relationship, school rules and notions of discipline leading to emotions such as fear); and academic factors (examinations patterns, weaknesses in reading and writing skills, changes in subjects and subject teachers, primary school examinations, grouping students on the basis of abilities). 1) Transition from primary to the secondary school is as a process and not a one off event; findings showed that process of transition continued, as students continue to observe and experience change due to physical, social including emotional and academic factors. 2) Transition is a complex and multi-dimensional because physical, various academic and social factors come together to affect the students' experiences in a complex and holistic manner. Moreover, issues emerge due to school policies such as admission to Grade Six of students with a wide range in academic development and age. The study raises several major issues and implications for policy and practice in teacher education and school heads.
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