Assessing Practices and Effectiveness of Professional Development Program for Special Education Teachers in Pakistan
DOI:
https://doi.org/10.55737/tk/2k25b.42084Keywords:
Professional Development, Special Education Teachers, Current Practices, Effectiveness of PD ProgramAbstract
This study explored professional development (PD) programs for Special Education Teachers (SETs) in Punjab, Pakistan, focusing on their practices and effectiveness in light of international standards. Although national policy emphasizes special education, there is little systematic evidence on how PD programs are structured, implemented, and perceived. This gap creates challenges in preparing special education teachers to meet the diverse learning needs of students with disabilities. The study was designed to provide an empirical assessment of these issues. The study sought to determine how these programs address planning, curriculum relevance, instructional methods, services, and outcomes. A quantitative research design was employed. Data were collected from 390 participants, including teachers, trainers, institutional heads, and program directors in the Punjab Special Education Department. A combination of census and simple random sampling techniques was used. A structured questionnaire was developed and validated through expert review and exploratory factor analysis. Reliability was high (Cronbach’s alpha = 0.974). Data analysis included descriptive and inferential statistical techniques. Findings revealed significant shortcomings in professional development (PD) design and delivery. Weaknesses included lack of needs assessment, limited focus on individualized education plans, minimal integration of assistive technologies, and reliance on theory with little classroom application. Existing supports, such as libraries and technical aid, were inconsistent in quality and access. Female respondents reported lower satisfaction, while long-serving teachers considered programs inadequate for advanced needs. The study recommended shifting from short workshops to sustained, practice-oriented PD with coaching, mentoring, special pedagogy, and follow-up support.
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