The Inclusive Education Academy at Noor-e-Sahar Special Education School (NSSES), Daharki has been established to empower teachers from mainstream schools with the knowledge, skills, and awareness required to effectively accommodate students with disabilities in inclusive classrooms. Through regular training sessions, the Academy aims to build teachers’ capacity in disability awareness, inclusive practices, and practical strategies that can be applied in their everyday teaching.
The first training session of the Academy was conducted on 4th September 2025 with the participation of 12 teachers from The Educator Daharki Campus. The program was supervised by Muhammad Shafi, Principal of NSSES, and coordinated by Mr. Mansoor Ahmed, Admin Coordinator. The session was carefully designed to provide teachers with an introduction to disability models, the evolution of special education, and the importance of inclusive education in the current era. Trainers also focused on practical themes such as understanding hearing impairment and the use of assistive technology for students with hearing disabilities.
The session began with registration and introductions, followed by interactive presentations led by expert trainers. Ms. Anila Sarfraz covered Disability and Disability Models, while Muhammad Shafi spoke on the history and transformation of special education into inclusive education. After the lunch and prayer break, Javed Hussain shared insights on understanding hearing impairment in education, and Muhammad Mazhar concluded the program with practical guidance on using assistive technology for hearing-impaired students.
Throughout the day, the training remained highly interactive. Teachers actively participated in discussions, asked questions, and related the concepts to their own classroom experiences. Many expressed that the training would help them manage students with disabilities more effectively, making their classrooms more inclusive.
A total of 12 participants attended the training, and certificates of participation were distributed to all attendees at the end of the program. Teachers provided positive feedback, appreciating the structured approach and the expertise of the trainers. They also suggested organizing more workshops that focus on practical strategies for teaching students with different types of disabilities.
The first training session of the Inclusive Education Academy was a success and marks the beginning of a series of professional development programs for teachers in Daharki and its neighboring areas. These sessions will continue to strengthen the capacity of mainstream educators, promoting inclusive practices and creating more welcoming and accessible classrooms for students with diverse learning needs.
