Constructing Disability and Special Education: A Critical Discourse Analysis of the Punjab Special Education Policy 2020

Abstract

Utilizing a framework of critical discourse analysis (CDA), this paper focuses on the Punjab Special Education Policy 2020 to evidence how disability and special education are discursively produced or positioned within the broader policy context of Pakistan. This paper analyzes this policy document, using Mullet’s (2018) CDA framework to explore the linguistic dimension and discursive strategies employed and their ideological underpinnings. That study finds a move to the social model of disability and rights-based education rather than traditional medical or charitable models. However, the analysis also highlights restrictions and inconsistencies in the policy’s inclusive and empowerment approach for persons with disabilities. This study exemplifies this point, and it illustrates how language and rhetorical methods can depoliticize power and render inclusion an inevitable process rather than an ongoing social battle. The findings offer an essential contribution to the broader field of disability and education in Pakistan, further informing our understanding of policy discourse as a mobilizing force behind enhancing rights and inclusion for people with disabilities. The research concludes by discussing the implications for policy and practice and suggesting areas for future research to further explore the implementation and impact of the policy.

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