SPECIAL EDUCATION TEACHERS’ PERCEPTIONS OF CHALLENGES IN MANAGING STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

This quantitative survey study explored special education teachers' perceptions of challenges in managing students with intellectual disabilities in district Faisalabad, Pakistan. The population comprised all special education teachers working in special education institutes within the district. Using purposive sampling, 66 available teachers were selected as the sample. A self-developed 30-item questionnaire measured three dimensions—financial challenges (8 items), instructional challenges (10 items), and environmental challenges (12 items)—using a five-point Likert scale from "Absolutely Unsatisfied" (1) to "Absolutely Satisfied" (5). Face-to-face data collection over two months maintained ethical standards including anonymity and voluntary participation. Descriptive statistics (frequency, percentage, mean, standard deviation) were analyzed using SPSS version 25. The study findings revealed that while teachers acknowledged government-provided training as satisfactory (68.2% satisfied, Mean=3.74) and reported proper IEP implementation (77.2% satisfied, Mean=3.97), significant challenges emerged. Notably, 66.7% agreed that poor funding adversely affects the educational process (Mean=3.89), and 51.5% reported spending personal money on educational materials. Intensive behavioral problems of students were identified as the most critical instructional hurdle (80.3% agreement, Mean=4.12). Environmental assets included disabled-friendly buildings (78.8% satisfied, Mean=4.02) and CCTV surveillance (83.4% satisfied, Mean=4.08), while canteen facilities (Mean=3.03) and funding for modern technological tools (Mean=3.08) represented notable deficiencies. Teachers demonstrated strong commitment to individualized instruction and evidence-based practices despite systemic constraints. The most significant challenge identified is managing intensive behavioral problems, followed by inadequate funding—particularly for technology and assistive devices—requiring teachers to subsidize classroom needs personally. While physical infrastructure and security measures are generally adequate, gaps remain in comprehensive environmental supports. The disconnect between inclusive education policies and classroom realities (large class sizes, behavioral issues, resource shortages) demands a multifaceted intervention approach: increased dedicated funding, enhanced behavior management training, improved facilities, and stronger policy-practice alignment.