Antecedents of Early Childhood Special Education Program - A Stake’s Model Perspective

Oct 15, 2026

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Antecedents are the conditions present before instruction that can relate to program outcomes. This quantitative investigation identified antecedents of Early Childhood Special Education (ECSE) for young children with deafness enrolled in 34 Government Deaf and Defective Hearing schools across 31 districts of Punjab, Pakistan. Data were collected using a self-developed, validated 26-variable demographic information sheet and analyzed with SPSS 20, producing district-wise enrolment and hearing-loss related distributions. The study examined hearing aids, cochlear implants, school transport, parents’ socio-economic status, and family history, then identified ECSE gaps, concluding with recommendations to the Punjab Special Education Department.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Background of the Study

Antecedents of Early Childhood Special Education Program: A Stake’s Model Perspective Ghulam Fatima *, Misbah Malik**, Abid Hussain Ch.*** and Dur-e-Nayab**** Abstract Antecedents are the conditions existing prior to instruction that may relate to outcomes. For program evaluations, the information about antecedents helps in determining the anticipated outcomes. The main focus of this quantitative investigation was to identify antecedents of Early Childhood Special Education (ECSE) program for young children with deafness enrolled in 34Government Deaf and Defective Hearing schools located in 31 districts of the Punjab province. A self developed and validated demographic information sheet consisting of 26 variables was used to collect data from schools. All the head teachers helped in filling up the information sheets about young children with deafness. The data were analyzed through SPSS version 20. The descriptive statistics exhibited district wise enrolment, and gender, age, type and degree of hearing loss wise distribution of young children with deafness. The study also answered some other questions regarding children using hearing aids, undergoing cochlear implants, taking benefit of school transport, the socio-economic status of their parents including qualification, income, profession, location of home etc. The study also informed about number of parents and siblings with and without deafness. Gaps were identified in ECSE program for young children with deafness. Conclusions were drawn and recommendations to Punjab Special Education Department were made. Keywords: Antecedents, early childhood special education, stake model, young children with deafness * Assistant Professor, Department of Special Education, University of the Punjab, Lahore, Pakistan. Email: [fatima.dse@pu.edu.pk](fatima.dse@pu.edu.pk) ** Assistant Professor, Township Campus, University of Education, Lahore, Pakistan [Email: misbahmalik@ue.edu.pk](Email: misbahmalik@ue.edu.pk) *** Professor. Institute of Education and Research, University of the Punjab, Lahore, Pakistan Email: [chabidhussainier@yahoo.com](chabidhussainier@yahoo.com) **** M.Phil Scholar, Institute of Education and Research, University of the Punjab, Lahore, Pakistan. Email: [durenayab18@yahoo.com](durenayab18@yahoo.com) Introduction During the decade of 1990s, Education for All (EFA) provided a framework for designing and implementing education policies throughout the world, specifically in the sphere of basic education (Report on ‘Right to Education’ in Pakistan, 2011; Torres, 1999).The Dakar Framework for Action, Education for All: Meeting our Collective Commitments was adopted by The World Education Forum (26-28 April 2000, Dakar) . The members reiterated the idea of the World Declaration on Education for All adopted ten years earlier (Jomtien, Thailand, 1990) . Pakistan is a signatory to the Universal Declaration of Human Rights (1948), The World Declaration on Education for All (EFA) 1990, The World Education Forum: Dakar Framework for Action (2000), the Millennium Development Goals at the United Nations Millennium Summit in New York (2000) . Pakistan has pledged to undertake essential steps for providing all levels of education to all children with and without disabilities focusing mainly on early childhood education, ignoring all sorts of disparities (Farooq, 2009; Pildat, 2010) . The importance of early education for children with disabilities was acknowledged right after the establishment of Pakistan on August 14, 1947. Time and again, different governments put efforts in formulating policies and plans of action regarding early childhood education, and the education for children with disabilities. The Pakistan Educational Conference (1947) emphasized “Children between the ages of 3 and 6 needed attention in special schools. Government might give a lead in opening a few pre-primary schools and their provision should be left mainly to private agencies”(p.20)

FAQs

What does the study define as antecedents in ECSE programs?

Antecedents are the conditions existing prior to instruction that may relate to outcomes. For program evaluations, they help determine anticipated outcomes.

How was data collected and analyzed for the quantitative investigation?

Data were collected using a self-developed and validated demographic information sheet with 26 variables completed by head teachers. The data were analyzed using SPSS version 20.

Which ECSE aspects for young children with deafness were examined?

The study examined district-wise enrolment and distributions by gender, age, and hearing-loss type and degree, and also addressed hearing aids, cochlear implants, school transport, parents’ socio-economic status, and family history.

Oct 15, 2026

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