Managing Diversity in Special Education: Challenges for Effective Teaching and Learning Process in Special Schools of Nepal
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Purpose: This research study was based on to analyze the teachers’ activities for managing diversity and challenges for effective teaching and learning process in special schools of Nepal. Method: In this study, the data collection and analysis process were based on interpretive paradigm followed by qualitative research design. Both head teachers and teachers (six head teachers and twelve teachers) were selected as core respondents of the study from six schools (three special and three integrated) based on Kathmandu and Bhaktapur districts by using purposive sampling method. Furthermore, in-depth interview, focus group discussion, and document analysis were used as the prominent tools for data collection. Results: The results of the study indicated that teaching students with diverse needs was quite difficult job for teacher. The study also showed that special teachers did not do proper activities for managing diversity in the classroom. Moreover, numerous factors such as rigid curriculum, lack of teacher training, lack of content integration, inequitable pedagogy, poor practice of scaffolding, low opportunity of self-regulated learning, and insufficient practice of cooperative teaching were identified as the prominent challenges for effective teaching and learning process in the special schools of Nepal. Conclusion: Therefore, this study suggested proper practice of diversity management, adequate teacher training, flexible curriculum, adequate content integration, and cooperative teaching practice helps to ensure the effective teaching and learning process in diverse classroom.
Abstract
Purpose: This research study was based on to analyze the teachers’ activities for managing diversity and challenges for effective teaching and learning process in special schools of Nepal. Method: In this study, the data collection and analysis process were based on interpretive paradigm followed by qualitative research design. Both head teachers and teachers (six head teachers and twelve teachers) were selected as core respondents of the study from six schools (three special and three integrated) based on Kathmandu and Bhaktapur districts by using purposive sampling method. Furthermore, in-depth interview, focus group discussion, and document analysis were used as the prominent tools for data collection. Results: The results of the study indicated that teaching students with diverse needs was quite difficult job for teacher. The study also showed that special teachers did not do proper activities for managing diversity in the classroom. Moreover, numerous factors such as rigid curriculum, lack of teacher training, lack of content integration, inequitable pedagogy, poor practice of scaffolding, low opportunity of self-regulated learning, and insufficient practice of cooperative teaching were identified as the prominent challenges for effective teaching and learning process in the special schools of Nepal. Conclusion: Therefore, this study suggested proper practice of diversity management, adequate teacher training, flexible curriculum, adequate content integration, and cooperative teaching practice helps to ensure the effective teaching and learning process in diverse classroom.
참고문헌 (36)
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