Analyzing the Socio-Economic and Institutional Factors Causing Drop Out in Baluchistan: A Case Study of Physically Disabled Girl Children in Complex for Special Education District Quetta

Abstract

This case study explores the experiences, challenges, and support systems of physically disabled girl children residing in the complex for special education in district Quetta, Pakistan. The study aims to highlight the intersection of gender, disability, and access to education in a region where cultural and infrastructural barriers often impede inclusive development. Using qualitative methods—including in-depth interviews, classroom observations, and document analysis—the research investigates how these children navigate their educational environment, the nature of the institutional support they receive, and the role of families and caregivers in their academic journey. The findings reveal both systemic gaps and promising practices within the facility, shedding light on issues such as limited mobility access, social stigmatisation, and the scarcity of specialised teaching resources. At the same time, the study highlights the resilience of these girls and the dedication of certain educators who strive to create an inclusive atmosphere. This case study underscores the urgent need for policy reform, enhanced teacher training, and community awareness to ensure equal educational opportunities for physically disabled girls in Quetta and similar socio-cultural contexts.