Inclusive Education Management Evaluation System "IEMES" Model for Special Needs Institutes of Pakistan and China

Abstract

In the new global technological era, management evaluation is a central process of inclusive education. Inclusive education is vital in the new millennium as the right to education is universal for children, youth, and adults with special needs. Unlike in China, Pakistan does not have a fully-fledged system for inclusive education based on the identification of having any specific disability.This study had in-depth reviews on Pakistan China inclusive education policies. Pertaining the consequences of the study it will improvise and raise with the important issues of the existing situation and develop a process for addressing the inspected situation. The study used mixed methodology as the research design to explain the current trends existing in the study area. It investigated 32 schools in Pakistan with altogether 255 people including school administrators, teachers, school board members, and parents. Two schools of China which involve observations and in-depth interviews with concerned people including principles and a special education instructor, a speech pathologist and teachers to learn about the best practices of inclusive study.This study found several inclusive education differences between Pakistan and China. The current findings inform a model for management evaluation from the perspective of inclusive education in Pakistan that can benefit the inclusive education system and special needs children.