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In Pakistan about 2.49% of population is with special needs including hearing, visual impairment, mentally challenged, physically handicapped and multiple handicaps. Only 1% of this population has access to education and higher education is almost not in access. Formal universities have no capacity, arrangements and skills to include the students with special needs. Open and Distance Learning is most suitable and accommodative mode for them so much of them are getting education through ODL mode. The study aim was to determine the etutors arrogances to include students having emotional, social and behavioural difficulties (ESBD) seeing the impact of physical age, knowhow, academic education/degrees and the help they had from AIOU. Additional it was explored the connection between willingness and attitudes to be with ESBD students at ODL classroom/system where as exploring the obstacles in effective inclusion of ESBD. Researcher selected 200 e-tutors/e-instructors as sample for the study and most of them from Islamabad region. The study was mixed design i.e. quantitative and qualitative methods. Data collected in the form of numbers was by questionnaire of two scales and the qualitative through open ended questions. Correlation was used to discover the relationship between physical age, professional practices (experiences), academic education and help they had with arrogances and readiness. The researcher used the thematic analysis to analyse the qualitative data/information. Findings of the study directed that attitudes of e-tutors has good impact and relationship when they get help from the AIOU in the form training, assistant teachers and financial support. The study recommended that tutors should be trained to assess the special needs and characteristics of emotional, social and behavioural disordered students. Also modified teaching methods/pedagogies should be part of their pre and in-service teacher training progarmmes.

ASSESSING ODL TEACHERS/TUTORS’ OPINION INCLUSION OF CHILDREN WITH EMOTIONAL, SOCIAL AND BEHAVIOURAL DIFFICULTIES IN ODL