Call for Inclusion: Comparative Study of Special Education Policies in Pakistan VS Global Benchmarks

Abstract

This paper critically analyzes and contrasts Pakistan's Special Education policies against global standards and practices. Although Pakistan has initiated some policy development through efforts like the National Policy for Persons with Disabilities (2002) and the signing of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2011, there are still considerable gaps in actual implementation. Pakistan's Special Education system continues to be dominated by segregated schools with limited resources, inadequate policy enforcement, a lack of inclusive teacher training and low public awareness. Conversely, international models, such as those in the United States, United Kingdom, and Scandinavian nations, focus on inclusive education in mainstream schools, legal accountability, early intervention, individualized education plans (IEPs) and family involvement. This comparative analysis underlines the need for Pakistan to shift towards an inclusive, rights-based strategy consistent with the CRPD, UNESCO's Salamanca Statement and the Sustainable Development Goals (SDG 4). Policy reinforcement, teacher professional development and adequate resource mobilization are necessary for equitable learning opportunities among children with disabilities in Pakistan.