References
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- Adie, L., & Wyatt-Smith, C. M. (2019). Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity. Asia-Pacific Journal of Teacher Education, 48(3), 267–286. https://doi.org/10.1080/1359866x.2019.1606892
- Aldehami, S. (2022). Saudi Arabia Special education teachers’ attitudes toward assistive technology use for students with intellectual disability. Contemporary Educational Technology, 14(2), ep353. https://doi.org/10.30935/cedtech/11541
- Anwar, M., & Sulman, N. (2012). Regular schools’ teachers’ attitude towards inclusive education in the region of Gilgit-Baltistan. Journal of Contemporary Research in Business, 4(5), 997– 1015.
- Argyropoulos, V., & Gentle, F. (2019). Formal and non- formal education for individuals with vision impairment or multiple disabilities and vision impairment: Current trends and challenges. The Routledge Handbook of visual impairment, 118- 142.
- Ashraf, K. (2019). Experiences of people with visual impairment in education and the role of assistive technology. https://hdl.handle.net/10642/8651
- Baker, C. (1994). Foundations of Bilingual Education and Bilingualism. Ëœthe Å“Modern Language Journal/Ëœthe Å“Modern Language Journal, 78(3), 390. https://doi.org/10.2307/330123
- Bays, D. A., & Crockett, J. B. (2007). Investigating instructional leadership for special education. Exceptionality, 15(3), 143–161. https://doi.org/10.1080/09362830701503495
- Boardman, K. (2019). An exploration of teachers’ perceptions and the value of multisensory teaching and learning: a perspective on the influence of Specialist Dyslexia Training in England. Education 3-13, 48(7), 795–806. https://doi.org/10.1080/03004279.2019.1653349
- Bolyard, J., & Baker, C. K. (2021). Examining the practice of elementary mathematics specialists through narratives: implications for professional learning and development. Professional Development in Education, 49(3), 565–579. https://doi.org/10.1080/19415257.2021.1876150
- Bond, N. (2022). Case Studies: Teacher leaders as instructional support Specialists. Kappa Delta Pi Record, 58(1), 20–25. https://doi.org/10.1080/00228958.2022.2005429
- Börnert-Ringleb, M., Casale, G., & Hillenbrand, C. (2021). What predicts teachers’ use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education. European Journal of Special Needs Education, 36(1), 80–97. https://doi.org/10.1080/08856257.2021.1872847
- Clarke, M., Liddy, M., Raftery, D., Ferris, R., & Sloan, S. (2020). Professional learning and development needs of women teachers in the Republic of Pakistan: a social realist perspective. Cambridge Journal of Education, 50(5), 579–595. https://doi.org/10.1080/0305764x.2020.1749560
- Craig, S. L., Smith, S. J., & Frey, B. B. (2019). Professional development with universal design for learning: supporting teachers as learners to increase the implementation of UDL. Professional Development in Education, 48(1), 22–37. https://doi.org/10.1080/19415257.2019.1685563
- Eun, B. (2017). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941
- Fatima, G., Bashir, R., Malik, M., & Safder, M. (2014). Difficulties Faced by Students with Visual Impairment Registered in Open and Distance Learning Programs of AIOU, Islamabad, Pakistan. (n.d.). Europub. https://europub.co.uk/articles/difficulties-faced-by-students-with-visual-impairment-registered-in-open-and-distance-learning-programs-of-aiou-islamabad-pakistan-A-110697
- Haegele, J. A., Salerno, M. B., Nowland, L. A., Zhu, X., Keene, M. A., & Ball, L. (2023). Why modify? Visually impaired students’ views on activity modifications in physical education. European Physical Education Review, 29(4), 530–547. https://doi.org/10.1177/1356336x231162603
- Huang, Y., & Li, E. (2022). Culture heritage utilization evaluation of historic villages: 10 cases in the Guangzhou and Foshan Area, Guangdong Province, China. Journal of Asian Architecture and Building Engineering, 22(5), 2994–3005. https://doi.org/10.1080/13467581.2022.2145207
- Kamran, M., & Bano, N. (2023). A systematic review of literature on inclusive education with special emphasis on children with disability in Pakistan. International Journal of Inclusive Education, 1– 19. https://doi.org/10.1080/13603116.2023.2256321
- Iqal, S., & Idrees, H. (2021). The current status of information literacy instruction in university libraries of Pakistan. New Review of Academic Librarianship, 28(3), 303–320. https://doi.org/10.1080/13614533.2021.1964547
- Kana, F. Y., & Hagos, A. T. (2024). Factors hindering the use of Braille for instruction and assessment of students with visual impairments: A systematic review. British Journal of Visual Impairment. https://doi.org/10.1177/02646196241239173
- Kattari, S. K., Lavery, A., & Hasche, L. (2017). Applying a social model of disability across the life span. Journal of Human Behavior in the Social Environment, 27(8), 865–880. https://doi.org/10.1080/10911359.2017.1344175
- Khan, A. A., Rana, I. A., Nawaz, A., & Waheed, A. (2020). Gender-based emergency preparedness and awareness: empirical evidences from high- school students of Gilgit, Pakistan. Environmental Hazards, 20(4), 416–431. https://doi.org/10.1080/17477891.2020.1839375
- Khan, F. (1998). Case study on special needs education in Pakistan: the process of inclusion. European Journal of Special Needs Education, 13(1), 98– 111. https://doi.org/10.1080/0885625980130109
- Aqila, K. (2003). A HISTORICAL AND EVALUATIVE STUDY OF SPECIAL EDUCATION IN PAKISTAN. http://prr.hec.gov.pk/jspui/bitstream/123456789/5449/1/505.pdf
- Kim, N. (2022). User experience of assistive apps among people with visual impairment. Technology and Disability, 34(3), 165–174. https://doi.org/10.3233/tad-220377
- Kisanga, S. E., & Kisanga, D. (2020). The role of assistive technology devices in fostering the participation and learning of students with visual impairment in higher education institutions in Tanzania. Disability and Rehabilitation. Assistive Technology, 17(7), 791–800. https://doi.org/10.1080/17483107.2020.1817989
- Laleka, S. (2019). Developing multilevel school leadership for instructional improvement in elementary schools of post-colonial Pakistan. International Journal of Leadership in Education, 22(2), 222–236. https://doi.org/10.1080/13603124.2018.1543563
- Librea-Carden, M. R., Mulvey, B. K., Borgerding, L. A., Wiley, A., & Ferdous, T. (2021). ‘Science is accessible for everyone’: preservice special education teachers’ nature of science perceptions and instructional practices. International Journal of Science Education, 43(6), 949–968. https://doi.org/10.1080/09500693.2021.1893857
- Miyauchi, H. (2020). A Systematic Review on Inclusive Education of Students with Visual Impairment. Education Sciences, 10(11), 346. https://doi.org/10.3390/educsci10110346
- Nilsen, S. (2016). Special education and general education – coordinated or separated? A study of curriculum planning for pupils with special educational needs. International Journal of Inclusive Education, 21(2), 205–217. https://doi.org/10.1080/13603116.2016.1193564
- Okonkwo, H. C., Fajonyomi, M. G., Omotosho, J. A., Esere, M. O., & Olawuyi, B. O. (2017). Challenges, Counselling Needs, and Coping Strategies of Students with Visual Impairment in Regular Secondary Schools in Nigeria. Human and Social Studies, 6(1), 111–137. https://doi.org/10.1515/hssr-2016-0008
- Park, Y., Brownell, M. T., Bettini, E., & Benedict, A. (2017). Multiple Dimensions of Instructional Effectiveness in Reading: A review of classroom observation studies and implications for special education classrooms. Exceptionality, 27(1), 1– 17. https://doi.org/10.1080/09362835.2017.1283628
- Qazi, M. H., & Javid, C. Z. (2021). Educational parlance of equity and inclusivity and students’ gendered national identity constructions in public schools in Islamabad, Pakistan. International Journal of Inclusive Education, 27(12), 1319–1335. https://doi.org/10.1080/13603116.2021.1889051
- Tuwaym, S. T. B., & Berry, A. B. (2018). Assistive Technology for Students with Visual Impairments: A resource for teachers, parents, and students. Rural Special Education Quarterly, 37(4), 219– 227. https://doi.org/10.1177/8756870518773397
- Senjam, S. S., Foster, A., & Bascarán, C. (2020). Barriers to using assistive technology among students with visual disability in schools for the blind in Delhi, India. Disability and Rehabilitation. Assistive Technology, 16(7), 802–806. https://doi.org/10.1080/17483107.2020.1738566
- Shapiro, D. R., Lieberman, L. J., & Moffett, A. (2003). Strategies To Improve Perceived Competence in Children with Visual Impairments. RE: View, 35(2), 69–80. https://eric.ed.gov/?id=EJ677087
- Stalls, J., Hegde, A. V., & Ballard, S. M. (2018). Understanding preservice teachers’ perceived preparedness to work with chronically ill young children. Journal of Early Childhood Teacher Education, 39(2), 169–180. https://doi.org/10.1080/10901027.2018.1457577
- Sulaimani, M. F., & Bagadood, N. H. (2022). Assistive technology for students with intellectual disability: examining special education teachers ‘ perceptions in Saudi Arabia. Assistive Technology, 35(3), 235–241. https://doi.org/10.1080/10400435.2022.2035017
- Vygotsky, L. S., Cole, M., Johnâ€Steiner, V., Scribner, S., Souberman, E., & Wertsch, J. V. (1979). L. S. Vygotsky: Mind in Society. The development of Higher Psychological Processes. the American Journal of Psychology/American Journal of Psychology, 92(1), 166. https://doi.org/10.2307/1421493
- Westwood, P. (2018). Inclusive and Adaptive Teaching: Meeting the challenge of diversity in the classroom. http://ci.nii.ac.jp/ncid/BB12848715
- Abie, M., Melesse, S., & Melesse, T. (2023). Exploring the status of curriculum development and execution processes in the Ethiopian education system against Schwab’s signs of crisis in the field of curriculum. Cogent Education, 10(1). https://doi.org/10.1080/2331186x.2022.2163125
- Adie, L., & Wyatt-Smith, C. M. (2019). Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity. Asia-Pacific Journal of Teacher Education, 48(3), 267–286. https://doi.org/10.1080/1359866x.2019.1606892
- Aldehami, S. (2022). Saudi Arabia Special education teachers’ attitudes toward assistive technology use for students with intellectual disability. Contemporary Educational Technology, 14(2), ep353. https://doi.org/10.30935/cedtech/11541
- Anwar, M., & Sulman, N. (2012). Regular schools’ teachers’ attitude towards inclusive education in the region of Gilgit-Baltistan. Journal of Contemporary Research in Business, 4(5), 997– 1015.
- Argyropoulos, V., & Gentle, F. (2019). Formal and non- formal education for individuals with vision impairment or multiple disabilities and vision impairment: Current trends and challenges. The Routledge Handbook of visual impairment, 118- 142.
- Ashraf, K. (2019). Experiences of people with visual impairment in education and the role of assistive technology. https://hdl.handle.net/10642/8651
- Baker, C. (1994). Foundations of Bilingual Education and Bilingualism. Ëœthe Å“Modern Language Journal/Ëœthe Å“Modern Language Journal, 78(3), 390. https://doi.org/10.2307/330123
- Bays, D. A., & Crockett, J. B. (2007). Investigating instructional leadership for special education. Exceptionality, 15(3), 143–161. https://doi.org/10.1080/09362830701503495
- Boardman, K. (2019). An exploration of teachers’ perceptions and the value of multisensory teaching and learning: a perspective on the influence of Specialist Dyslexia Training in England. Education 3-13, 48(7), 795–806. https://doi.org/10.1080/03004279.2019.1653349
- Bolyard, J., & Baker, C. K. (2021). Examining the practice of elementary mathematics specialists through narratives: implications for professional learning and development. Professional Development in Education, 49(3), 565–579. https://doi.org/10.1080/19415257.2021.1876150
- Bond, N. (2022). Case Studies: Teacher leaders as instructional support Specialists. Kappa Delta Pi Record, 58(1), 20–25. https://doi.org/10.1080/00228958.2022.2005429
- Börnert-Ringleb, M., Casale, G., & Hillenbrand, C. (2021). What predicts teachers’ use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education. European Journal of Special Needs Education, 36(1), 80–97. https://doi.org/10.1080/08856257.2021.1872847
- Clarke, M., Liddy, M., Raftery, D., Ferris, R., & Sloan, S. (2020). Professional learning and development needs of women teachers in the Republic of Pakistan: a social realist perspective. Cambridge Journal of Education, 50(5), 579–595. https://doi.org/10.1080/0305764x.2020.1749560
- Craig, S. L., Smith, S. J., & Frey, B. B. (2019). Professional development with universal design for learning: supporting teachers as learners to increase the implementation of UDL. Professional Development in Education, 48(1), 22–37. https://doi.org/10.1080/19415257.2019.1685563
- Eun, B. (2017). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941
- Fatima, G., Bashir, R., Malik, M., & Safder, M. (2014). Difficulties Faced by Students with Visual Impairment Registered in Open and Distance Learning Programs of AIOU, Islamabad, Pakistan. (n.d.). Europub. https://europub.co.uk/articles/difficulties-faced-by-students-with-visual-impairment-registered-in-open-and-distance-learning-programs-of-aiou-islamabad-pakistan-A-110697
- Haegele, J. A., Salerno, M. B., Nowland, L. A., Zhu, X., Keene, M. A., & Ball, L. (2023). Why modify? Visually impaired students’ views on activity modifications in physical education. European Physical Education Review, 29(4), 530–547. https://doi.org/10.1177/1356336x231162603
- Huang, Y., & Li, E. (2022). Culture heritage utilization evaluation of historic villages: 10 cases in the Guangzhou and Foshan Area, Guangdong Province, China. Journal of Asian Architecture and Building Engineering, 22(5), 2994–3005. https://doi.org/10.1080/13467581.2022.2145207
- Kamran, M., & Bano, N. (2023). A systematic review of literature on inclusive education with special emphasis on children with disability in Pakistan. International Journal of Inclusive Education, 1– 19. https://doi.org/10.1080/13603116.2023.2256321
- Iqal, S., & Idrees, H. (2021). The current status of information literacy instruction in university libraries of Pakistan. New Review of Academic Librarianship, 28(3), 303–320. https://doi.org/10.1080/13614533.2021.1964547
- Kana, F. Y., & Hagos, A. T. (2024). Factors hindering the use of Braille for instruction and assessment of students with visual impairments: A systematic review. British Journal of Visual Impairment. https://doi.org/10.1177/02646196241239173
- Kattari, S. K., Lavery, A., & Hasche, L. (2017). Applying a social model of disability across the life span. Journal of Human Behavior in the Social Environment, 27(8), 865–880. https://doi.org/10.1080/10911359.2017.1344175
- Khan, A. A., Rana, I. A., Nawaz, A., & Waheed, A. (2020). Gender-based emergency preparedness and awareness: empirical evidences from high- school students of Gilgit, Pakistan. Environmental Hazards, 20(4), 416–431. https://doi.org/10.1080/17477891.2020.1839375
- Khan, F. (1998). Case study on special needs education in Pakistan: the process of inclusion. European Journal of Special Needs Education, 13(1), 98– 111. https://doi.org/10.1080/0885625980130109
- Aqila, K. (2003). A HISTORICAL AND EVALUATIVE STUDY OF SPECIAL EDUCATION IN PAKISTAN. http://prr.hec.gov.pk/jspui/bitstream/123456789/5449/1/505.pdf
- Kim, N. (2022). User experience of assistive apps among people with visual impairment. Technology and Disability, 34(3), 165–174. https://doi.org/10.3233/tad-220377
- Kisanga, S. E., & Kisanga, D. (2020). The role of assistive technology devices in fostering the participation and learning of students with visual impairment in higher education institutions in Tanzania. Disability and Rehabilitation. Assistive Technology, 17(7), 791–800. https://doi.org/10.1080/17483107.2020.1817989
- Laleka, S. (2019). Developing multilevel school leadership for instructional improvement in elementary schools of post-colonial Pakistan. International Journal of Leadership in Education, 22(2), 222–236. https://doi.org/10.1080/13603124.2018.1543563
- Librea-Carden, M. R., Mulvey, B. K., Borgerding, L. A., Wiley, A., & Ferdous, T. (2021). ‘Science is accessible for everyone’: preservice special education teachers’ nature of science perceptions and instructional practices. International Journal of Science Education, 43(6), 949–968. https://doi.org/10.1080/09500693.2021.1893857
- Miyauchi, H. (2020). A Systematic Review on Inclusive Education of Students with Visual Impairment. Education Sciences, 10(11), 346. https://doi.org/10.3390/educsci10110346
- Nilsen, S. (2016). Special education and general education – coordinated or separated? A study of curriculum planning for pupils with special educational needs. International Journal of Inclusive Education, 21(2), 205–217. https://doi.org/10.1080/13603116.2016.1193564
- Okonkwo, H. C., Fajonyomi, M. G., Omotosho, J. A., Esere, M. O., & Olawuyi, B. O. (2017). Challenges, Counselling Needs, and Coping Strategies of Students with Visual Impairment in Regular Secondary Schools in Nigeria. Human and Social Studies, 6(1), 111–137. https://doi.org/10.1515/hssr-2016-0008
- Park, Y., Brownell, M. T., Bettini, E., & Benedict, A. (2017). Multiple Dimensions of Instructional Effectiveness in Reading: A review of classroom observation studies and implications for special education classrooms. Exceptionality, 27(1), 1– 17. https://doi.org/10.1080/09362835.2017.1283628
- Qazi, M. H., & Javid, C. Z. (2021). Educational parlance of equity and inclusivity and students’ gendered national identity constructions in public schools in Islamabad, Pakistan. International Journal of Inclusive Education, 27(12), 1319–1335. https://doi.org/10.1080/13603116.2021.1889051
- Tuwaym, S. T. B., & Berry, A. B. (2018). Assistive Technology for Students with Visual Impairments: A resource for teachers, parents, and students. Rural Special Education Quarterly, 37(4), 219– 227. https://doi.org/10.1177/8756870518773397
- Senjam, S. S., Foster, A., & Bascarán, C. (2020). Barriers to using assistive technology among students with visual disability in schools for the blind in Delhi, India. Disability and Rehabilitation. Assistive Technology, 16(7), 802–806. https://doi.org/10.1080/17483107.2020.1738566
- Shapiro, D. R., Lieberman, L. J., & Moffett, A. (2003). Strategies To Improve Perceived Competence in Children with Visual Impairments. RE: View, 35(2), 69–80. https://eric.ed.gov/?id=EJ677087
- Stalls, J., Hegde, A. V., & Ballard, S. M. (2018). Understanding preservice teachers’ perceived preparedness to work with chronically ill young children. Journal of Early Childhood Teacher Education, 39(2), 169–180. https://doi.org/10.1080/10901027.2018.1457577
- Sulaimani, M. F., & Bagadood, N. H. (2022). Assistive technology for students with intellectual disability: examining special education teachers ‘ perceptions in Saudi Arabia. Assistive Technology, 35(3), 235–241. https://doi.org/10.1080/10400435.2022.2035017
- Vygotsky, L. S., Cole, M., Johnâ€Steiner, V., Scribner, S., Souberman, E., & Wertsch, J. V. (1979). L. S. Vygotsky: Mind in Society. The development of Higher Psychological Processes. the American Journal of Psychology/American Journal of Psychology, 92(1), 166. https://doi.org/10.2307/1421493
- Westwood, P. (2018). Inclusive and Adaptive Teaching: Meeting the challenge of diversity in the classroom. http://ci.nii.ac.jp/ncid/BB12848715
Cite this article
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APA : Abbas, S. Z., Shoaib, A., & Asif, Q. U. A. (2024). Accessibilities and Challenges in Curriculum and Instructional Activities for Students with Visually Impairments in Gilgit Baltistan. Global Regional Review, IX(I), 36-52. https://doi.org/10.31703/grr.2024(IX-I).04
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CHICAGO : Abbas, Syed Zaheer, Almas Shoaib, and Qurat Ul Ain Asif. 2024. "Accessibilities and Challenges in Curriculum and Instructional Activities for Students with Visually Impairments in Gilgit Baltistan." Global Regional Review, IX (I): 36-52 doi: 10.31703/grr.2024(IX-I).04
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HARVARD : ABBAS, S. Z., SHOAIB, A. & ASIF, Q. U. A. 2024. Accessibilities and Challenges in Curriculum and Instructional Activities for Students with Visually Impairments in Gilgit Baltistan. Global Regional Review, IX, 36-52.
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MHRA : Abbas, Syed Zaheer, Almas Shoaib, and Qurat Ul Ain Asif. 2024. "Accessibilities and Challenges in Curriculum and Instructional Activities for Students with Visually Impairments in Gilgit Baltistan." Global Regional Review, IX: 36-52
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MLA : Abbas, Syed Zaheer, Almas Shoaib, and Qurat Ul Ain Asif. "Accessibilities and Challenges in Curriculum and Instructional Activities for Students with Visually Impairments in Gilgit Baltistan." Global Regional Review, IX.I (2024): 36-52 Print.
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OXFORD : Abbas, Syed Zaheer, Shoaib, Almas, and Asif, Qurat Ul Ain (2024), "Accessibilities and Challenges in Curriculum and Instructional Activities for Students with Visually Impairments in Gilgit Baltistan", Global Regional Review, IX (I), 36-52
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TURABIAN : Abbas, Syed Zaheer, Almas Shoaib, and Qurat Ul Ain Asif. "Accessibilities and Challenges in Curriculum and Instructional Activities for Students with Visually Impairments in Gilgit Baltistan." Global Regional Review IX, no. I (2024): 36-52. https://doi.org/10.31703/grr.2024(IX-I).04