PIE: Program for Inclusive Education.

A progressive and equitable future for students with Down syndrome through inclusion & education.

In Pakistan, children with Down syndrome lack structured pathways to mainstream education due to lack of awareness, opportunities, and acceptance . KDSP bridges this gap through a school readiness program, and the PIE program, facilitates enrollment, helps understand how to develop Individualized Education Plans (IEPs), and provides teacher training and parent empowerment to ensure inclusion.

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Overview

Information on this page is provided by the innovator and has not been evaluated by HundrED.

Updated December 2025

Web presence

2016

Established

46 2023

80 2024

100 2025

1

Countries

Students early

Target group

We aim to remove barriers to access to quality mainstream education. Our long term aim is to ensure 100% enrollment of students with Down Syndrome into mainstream, inclusive schools where not only their social skills improve but they progress academically as well. It is our goal that all teachers and academic institutions across the country are well-trained and equipped with necessary tools.

About the innovation

Why did you create this innovation?

In Pakistan, there are currently 22.8 million out of school children according to UNICEF with almost 96% of children with disabilities being out of school (Manzoor, 2016). Article 25-A and Article 26 of the 1973 Constitution of Pakistan articulates the provision of non-discriminatory and free and mandatory education for all children aged 5-16 years. Vision 2025 highlights the need to invest in human capital, emphasizing support for vulnerable groups, including children with special needs. It also mandates a dedicated education quota for individuals with special needs. However, the majority of the schools across Pakistan, both public and private, do not admit children with special needs, especially students with Down syndrome. These could be due to 4 main reasons: lack of awareness, inadequate teacher training, lack of inclusive policy implementation and financial constraints. These barriers prevent students from accessing imperative and essential developmental periods, leading to gaps in foundational skills such as academics and social skills, along with opportunities for independence and growth. Program for Inclusive Education (PIE), overcomes these problems and ensures education for individuals with Down syndrome by providing School Readiness Program (EPEP), Awareness Sessions & Teacher Trainings, IEP Development Service and Scholarships for individuals with Down syndrome to ensure quality education.

What does your innovation look like in practice?

The PIE Program directly addresses the challenges faced by offering:
A School Readiness Program (EPEP): Pakistan’s only structured readiness program for children with Down syndrome, using individualized education plans (IEPs) to build social, intellectual, and physical skills before transitioning to mainstream schools.
School facilitations: After the school readiness program, PIE assists parents in finding an inclusive school which is best suited for their child keeping in mind the students need, level and finances.
Awareness Sessions & Teacher Trainings: Schools receive specialized educational Down syndrome awareness sessions and an eight-module teacher training focused on inclusive practices, classroom strategies, and behavioral support.
IEP Development Service: Tailored IEPs are created based on each student’s level and needs, guiding both school and home learning.
Scholarships: Financial assistance is provided so no child is excluded due to fee.
We are also leveraging technology to overcome developmental barriers, by using apps to facilitate learning in academics and social domains. The impact is evident, the PIE program began in 2017 with only 9 students in mainstream schools, that number has now grown to 93 in Karachi alone, reflecting real progress in inclusive education. Additionally, classroom observations are conducted to ensure that schools maintain an inclusive culture and effectively integrate students with Down syndrome.

How has it been spreading?

Over time the PIE program has shown steady success to ensure inclusion in Pakistan. Our major achievement lies in providing maximum services to students with Down syndrome and empowering them by providing opportunities which they might have not gotten otherwise. The school readiness program, EPEP, supported 7 children in 2017 in Karachi, whereas, now it has reached 56 students across Karachi and Islamabad. When the IEP service started we only had 11 students on board, whereas now we are providing this service to 52 individuals with down syndrome. In 2025 alone, under the PIE program we have trained 491 public and private school teachers. The program has facilitated mainstream education of over 93 students with Down syndrome. This increase not only shows that parents have become more willing to enroll their children in mainstream schools, but also that schools have become more open to including students with Down syndrome.
Our goals for the next 2-3 years is simply ensuring each student gets the quality education and opportunities they deserve. We plan on expanding our organization and services so that we can reach those families who cannot come to us. Education is a right for everyone and we are committed to ensuring that individuals with Down syndrome receive the access and opportunities they deserve. Through our teacher training, we equip them with resources and knowledge so that each student gets to experience inclusive classroom culture and society.

How have you modified or added to your innovation?

Over time, the Program for Inclusive Education (PIE) has evolved to strengthen its holistic approach to inclusion by expanding its scope beyond schools and educators. One major addition has been the initiation of engagement sessions with various mainstream schools. Through these sessions, students from mainstream schools visit our organization to interact with individuals with Down syndrome. This experiential learning promotes understanding, empathy, and acceptance among typical peers, helping to build meaningful friendships and promote genuine inclusivity within society.
Another significant enhancement is the introduction of the Learning, Empowering, and Advocacy Program (LEAP), a structured parent empowerment training program. LEAP is designed to transform the parental mindset from that of a caretaker to a facilitator, enabling parents to actively contribute to their child’s growth and development. The program provides formal training that equips parents with practical skills, strategies, and an advocacy-based perspective to create more learning opportunities for their children at home and in the community.
Through these initiatives, PIE now works comprehensively with all key stakeholders, students, educators, and parents ensuring that inclusion is not only implemented within classrooms but also nurtured within homes and the broader social environment.

If I want to try it, what should I do?

To try or adopt this innovation in your own context, it is essential to first build a strong understanding of inclusive education and inclusive policy so it can be modeled effectively across institutions. Establish a team that is trained in curriculum adaptation, learning styles, developmental needs, and the learning profiles of individuals with Down syndrome.
Ensure that each child’s level and needs are assessed so services such as IEP development, classroom strategies, and parental guidance can be tailored accordingly. Establish partnerships with schools and relevant organizations to support mainstream admissions, provide implementation support, and offer recommendations for inclusive practices.
For children who are not yet ready for mainstream placement, begin with home-based IEPs. Parents can follow structured plans with guidance from trained educators. Continuous progress monitoring, classroom observations, and follow-up ensure that the learning environment remains inclusive and responsive to each child’s needs
Through these steps, schools, families, and organizations can adopt a structured and practical pathway to inclusion, enabling children with Down syndrome to thrive academically, socially, and emotionally.
To begin the process or seek guidance, please contact us at education.training@kdsp.org.pk or info@kdsp.org.pk or +92 311 6335377, or visit our website https://www.kdsp.org.pk/

Implementation steps

Step 1 Establish Family Support & Centralized Database

Set up a Family Support Department where all child and family information is systematically recorded in a centralized database. This team becomes the first point of contact for families collecting background details, explaining services, and identifying appropriate Inclusive Education (PIE) pathways. This ensures organized referrals and smooth program entry.

Step 2 Admission into EPEP (Early Preschool Experience Program)

Recruit and train qualified teachers and support staff who understand early intervention, developmental milestones, and Down syndrome. Conduct a detailed observation and parent interview to assess the child’s readiness. Based on this assessment, eligible children are enrolled into the EPEP. They begin structured classes where students are taught classroom behavior, sitting tolerance, social, literacy, numeracy, fine and gross motor skills, and also do enrichment activities as per their IEPs.

Step 3 Program for Inclusive Education

After successfully completing EPEP, the child transitions into the PIE. At this stage, the parents are guided in identifying and approaching suitable mainstream schools. Provide Facilitation in the admission process. During this process it's essential to have good partnerships and knowledge about schools to make the admission process easy.

Step 4 IEP Development, Review, and Implementation

Implementing organizations should create a biannual IEP outlining clear goals and activities for school and home, maintaining structured learning for children temporarily out of school. Parents are guided on using the IEP at home and encouraged to provide socialization opportunities like park visits and extracurriculars. After six months, parents return the IEP for review, and the next one is developed based on progress. Regular check-ins support implementation.

Step 5 School Training and Awareness

Schools with students with Down syndrome should receive awareness and sensitization sessions and detailed training. These sessions build understanding of Down syndrome, inclusive education, and effective classroom management. Teachers are trained to implement IEPs, modify lessons, and create adaptive learning environments. The program also promotes empathy, peer acceptance, and collaboration across the school to support meaningful inclusion.

Step 6 Parent Empowerment

Parent empowerment sessions help parents become active partners in their child’s learning. They teach parents how to support IEP goals at home, reinforce skills, manage behaviors, and guide overall academic and social progress. Sessions also strengthen advocacy skills and effective communication with schools. These sessions are especially valuable for parents who have had limited educational opportunities or awareness themselves.

Step 7 Enrollment, Continued Support, and Ongoing Evaluation

Once the child is enrolled in a mainstream school, conduct regular classroom observations, maintain contact with teachers, and provide consultation as needed. Periodically review the child’s academic, social, and emotional progress through IEP evaluations, classroom reports, and feedback from parents and teachers. Adjust learning goals and strategies based on these evaluations. Include reflection meetings with parents and educators to address barriers and ensure continuous development.