Inclusive Education Program Tour Report
By: Mr. Sarfraz Khan, Assistant District Education Officer (Establishment) Primary, DEO Female Office Haripur.
Title: Study Visit Report – IEPT Exposure Visit to Peshawar and Abbottabad..
Duration: May 26–29, 2025
Organized By: AAR Japan.
Introduction
This report summarizes the outcomes and reflections from the IEPT (Inclusive Education Promotion Team) study visit held from May 26 to May 29, 2025, covering Peshawar and Abbottabad. The purpose of the visit was to create exposure opportunities for participants to know best practices in special education and inclusive education, facilitate experience sharing, and build inter-institutional linkages for future collaboration.
The tour included staff from 10 project target schools of Haripur and Abbottabad, as well as district-level IE Officers. The visit was coordinated by the Special Education Department, supported by the AAR Japan.
Objectives of the Study Tour
• To explore practical teaching methods for children with disabilities (CWDs).
• To observe the functioning of inclusive and special education centers.
• To facilitate dialogue and experience sharing between regular and special education teachers.
• To understand how inclusive practices can be adapted in mainstream schools.
• To develop linkages for sustainable collaboration.
Participant Profile
• Total Participants: 24
o IEPT Haripur (Khanpur Cluster): 12
o IEPT Abbottabad: 8
o District Education Officers: 4
Notable among the participants were classroom teachers (PSTs/PSHTs/SSTs), ADEOs, AAR project staff and the staff from the institutes.
Visit Summary
Day 1 – May 26, 2025
Location: Autism Center of Excellence, Hayatabad, Peshawar
• Visited the Autism Center of Excellence where Mr. Rizwan ahmed Khan Project director Autism Center of Excellence, Deputy Director special education and other experts delivered presentation on the center’s vision, background, and operational model.
• Observed practical sessions demonstrating daily routine, teaching methodologies, and classroom management for autistic children.
• Interacted with therapists and educators to understand behavior management strategies.
• Key Learning: The use of structured environments, visual schedules, and task segmentation were especially insightful. The model of family engagement was highly commendable.
Day 2 – May 27, 2025
Location: Special Education Complex, Peshawar
• Received a detailed orientation on the range of services offered, including therapy units, vocational training, and academic instruction.
• Participants were divided into groups to visit multiple classroom,which were set according to different level and type of impairments.
• Dialogue was held between special education and inclusive education teachers, focusing on strategies for integrating CWDs into mainstream education.
• Key Learning: Effective use of Individualized Education Plans (IEPs) and the application of assistive technology in classroom settings were particularly relevant.
Day 3 – May 29, 2025
Location: RISE School and Empower Pak Welfare Organization, Abbottabad.
• Principal RISE School for inclusive education Abbottabad Mst. Sadia Sajid presented its inclusive model, showcasing the daily routine of enrolled CWDs, class management practices, and strategies for emotional and behavioral support.
• president Empower Pak Abbottabad Professor Shams-ur-Rehman provided an orientation on Braille resources, assistive devices, and teacher training services for Braille.
• Key Learning: Exposure to locally developed Braille and tactile materials, as well as the importance of community-based rehabilitation (CBR) support systems.
Key Takeaways & Recommendations
Key Takeaways
• Hands-on exposure to inclusive classroom practices has strengthened our understanding of practical teaching for CWDs.
• Inter-institutional collaboration is essential for sustained inclusive education.
• Teacher attitude and sensitization remain the cornerstone of inclusive practices.
• The use of visual aids, individualized support, and family engagement greatly enhances learning outcomes.
Recommendations
- Conduct follow-up training for IEPT teachers at cluster level to cascade the learnings.
- Incorporate inclusive education modules in regular in-service teacher trainings.
- Establish linkages with special education institutions for technical support and referrals.
- Integrate inclusive tools such as IEPs, visual aids, and Braille kits in mainstream classrooms.
- Advocate for resource rooms in selected primary schools with basic assistive tools and trained personnel.
Acknowledgment
I extend my gratitude to the organizers, particularly the Special Education complex and autism center , Peshawar the institutes in Abbottabad,AAR Project Staff, and participating institutions for their warm hospitality and willingness to share knowledge.
Special thanks to:
Mr. Babar Aftab security & Liaison
Miss. Sibgha Mukhtar chief project officer
Mr. Muzammal Islam project expert
Mr. Muhammad Ishfaq senior project officer
Miss. Momina Waheed project officer
Their leadership and insights were vital in making this tour a successful and impactful learning opportunity.