On February 4, 2025, Noor-e-Sehar Special Education School (NSSES) hosted its First Term Parent Teacher Meeting (PTM) for the academic session 2024–2025. This important event aimed to foster transparent communication between parents and teachers and to present comprehensive student progress reports.
Strong Parental Turnout
The PTM witnessed an encouraging participation, with parents of 101 students attending. Families shared their appreciation for the school’s continued efforts in delivering inclusive education and rehabilitation services to children with disabilities. Special acknowledgments were made to Mari Energies, STEP (Special Talent Exchange Program), and the NSSES management for their pivotal roles in supporting the academic and personal growth of students.
Student Progress Reports
Teachers shared detailed progress reports that covered each student’s development across multiple domains—academic, social, emotional, and therapeutic. The reports highlighted strengths, areas for improvement, and set Individualized Education Plan (IEP) goals tailored for every child.
Promoting Parental Involvement in Special Education
A key focus of the PTM was the importance of parental involvement in the education and therapy of children with disabilities. Parents were encouraged to:
Communicate regularly with teachers and therapists
Support IEP implementation at home
Provide constructive feedback to the school
Participate in school events and discussions
This approach aligns with NSSES’s vision of holistic and inclusive development for every student.
Parent Feedback and Recommendations
During the interactive feedback session, several valuable recommendations were shared by parents:
Speech Therapy and Psychology Services: Parents emphasized the need to provide on-site speech therapy and a child psychologist to support communication and emotional well-being.
Nazra Teacher for Quranic Education: A request was made for a qualified Nazra teacher to help students learn and recite the Holy Quran with Tajweed.
Timely Distribution of Uniforms and Shoes: Concerns were raised about delays in uniform and shoe distribution, urging the school to address the issue promptly to ensure accessibility and dignity for all students.
Conclusion
The First Term PTM 2024–2025 at Noor-e-Sehar Special Education School was a meaningful step towards strengthening collaboration between home and school. Through shared insights, feedback, and mutual commitment, NSSES continues to build an inclusive, supportive, and empowering learning environment for students with disabilities.
