Role of Different Socio-economic Variables in Academic Indicators of Autistic Youth in Punjab
DOI:
https://doi.org/10.47067/real.v6i2.331Abstract
Higher education is increasingly accepting to students with disabilities. By altering education and disability policy, increased possibilities for persons with impairments to enroll in and finish higher education are being pushed internationally. Global higher education policy has significantly changed as a result of the recent emphasis on inclusive practice. The United Nations' ratification of the Rights of Persons with Disabilities in 2006 is proof that better educational possibilities for individuals with disabilities are also significant. This has led to an increase in the number of people with disabilities enrolling in higher education, including those with Autism Spectrum Disorders (ASDs). The main purpose of this research study was to elaborate the role of socio-economic variables in improving the academics of autistic youth. Punjab was conveniently selected as the researcher was residing in this province. The province was separated into three clusters depending upon the region: the first was north region from which Rawalpindi was selected, the central region from which Faisalabad was selected, and the southern region from which Multan was selected. There are total 114 institutions spread over these three sampled districts (43 in Rawalpindi, 38 in Faisalabad and 33 in Multan) and. Two employees (staff members) from each institution based on their availability were chosen for the purpose of gathering data. Hence, the quantitative study's sample size was 228 respondents. Focus group discussions were used to acquire qualitative data. The major findings of the study showed that the there was significant effect of history of autism in the family on academic factors affecting autism. Individual level of autism had significant effect on academic factors affecting autism. If an individual is at higher level of autism then automatically it will has increases effect of academic factors on autism. The study recommends that autistic children must not be pressurized due to academic performance as there are many factors affecting academic performance. History of autism in the family also effects the academic performance of special children. Special children must be exposed to training before sending them to regular classes. Many special training institutes also do so and have proper training mechanism.
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