Exploring Teachers’ Perceptions, Instructional Practices, and Challenges in Supporting Students with Learning Difficulties in Special Education
DOI:
https://doi.org/10.55737/tk/2k25c.43085Keywords:
Learning Difficulties, Teachers’ Perceptions, Instructional Practices, ChallengesAbstract
The purpose of this study was to investigate teachers' perceptions, instructional practices, and perceived challenges in providing education to students with learning difficulties (LDs) in Institutes for Slow Learners (ISLs) in Punjab, Pakistan. The population for this study included 185 teachers, and a census sampling technique was used, with a sample of 160 teachers (86% of the population). A mixed-method cross-sectional survey design was used for this study. The results of this study showed that teachers reported positive attitudes towards differentiated instruction and inclusive pedagogies, but their instructional practices were mostly based on traditional methods, with a strong emphasis on rote learning. The most significant perceived challenges were a lack of professional training, assistive technology, resources, and an inflexible curriculum. The findings of this study show that while teachers hold positive views on inclusive and evidence-based practices, systemic factors like lack of resources and professional development opportunities were the primary challenges to implementing these practices. The study suggests that targeted professional development programs, resource provision, and collaborative teaching approaches could enhance instructional practices and promote better learning outcomes for students with LDs.
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