The Classroom Impact of Trained Special Needs Education Teachers in Selected Schools: An Evaluation Study

Abstract

This study sought to find out factors that influence special needs education trained teachers’ performance in class. It was conducted between January and June 2019, involving a target population which comprised 3 government universal primary schools, with a total of 94 teachers and 2,386 learners. Study samples were selected, involving special needs education teachers (N = 73) and LwDs and OSNs (N = 30). Purposive sampling method was used to choose the required samples. A descriptive study design, involving qualitative approach was used. Open ended questionnaires and interview guides were used for collecting data on the critical role that teachers play in supporting LwDs and OSNs who experience barriers to learning under inclusive setting. One of the findings reveals that class size poses a serious challenge to teachers who are not well trained when they have LwDs and OSNs in large classes. Another finding indicates that teachers face challenges with the way the curriculum is designed—posing challenge to them on how to best handle it. It is also found that teachers face challenge to manage the average class number (teacher-learner ratio). It is also found that class room environment, resources and implementation of policies on education for LwDs and OSNs have both direct and indirect influence on the teachers’ impact in class. Basing on the findings, recommendations were made that: relevant authorities should increase support for teacher training and retraining for LwDs and OSNs. That curriculum modification should be done regularly. Classroom environments need regular improvement to be more disability friendly. Lastly, implementation of policies on disabilities and other special needs should be carried out on regular basis.

Exploration of In-Service Teachers’ Preparedness and Perceived Challenges about Inclusive Education in the United Arab Emirates

“…Those who already had basic knowledge in special education regarded the TPD program as a refresher course whereas those who were new to this topic perceived the program as highly transformative because it provided them with detailed information about inclusive education. Indeed, such training sessions in special education can improve the teachers' attitude towards students with special needs in education and can make them skilled enough to manage classrooms which have one or more student with special needs (Byrd & Alexander, 2020;Yuwono & Okech, 2021).…”

Pelatihan Guru Memodifikasi Dan Memberikan Akomodasi Yang Layak Untuk Peserta Didik Berkebutuhan Khusus

“…Guru memiliki peran strategis dalam keberhasilan pelaksanaan pendidikan inklusif (Rofiah & Kawai, 2020;Rashid dkk., 2021;Yuwono & Okech, 2021) Pelatihan guru menjadi salah satu cara terpenting untuk meningkatkan pengetahuan dan keterampilan guru dalam menghadapi kelas inklusi (Izzah dkk., 2023;Rusmono, 2020). Seorang guru yang baik harus memiliki pemahaman yang mendalam tentang kebutuhan khusus dan berbagai tantangan yang mungkin dihadapi oleh siswa dengan kebutuhan khusus (Purri dkk., 2024;Salmah dkk., 2024).…”

Improving the Ability of Teachers to Address the Special Educational Needs of Students through Capacity-Building Program

“…According to Yuwono and Okech [2] , authorities should support more teacher training and retraining for learners with disabilities and others with special needs. To foster cooperation and collaborations with other experts, including special education specialists, therapists, and counselors, teacher training ought to go beyond the classroom.…”