Policy Implementation Gaps in Special Education for Children with Disabilities in Pakistan: A Governance and Human Rights Perspective

Abstract

This study examined policy implementation gaps in special education for children with disabilities in Pakistan from a governance and human rights perspective. Using a mixed-methods design, we assessed how governance failures affect the translation of legal commitments into educational outcomes for disabled children. The sample comprised policy document analysis of the Persons with Disabilities Act 2020 and UNCRPD reports, as well as semi-structured interviews with 32 policymakers, administrators, and parents. Results showed significant implementation gaps across multiple governance dimensions. Pakistan has robust legal frameworks, including the PwD Act 2020 and UNCRPD ratification, but resource allocation remains below 0.5 percent of education budgets, only 12 percent of disabled children access any formal education, and accountability mechanisms are absent. These findings align with previous research indicating governance failures, including fragmented institutional responsibility, inadequate teacher training, and weak monitoring. The results highlight the need for governance reforms, including a single coordinating authority, earmarked budgets, and accountability frameworks.