Abstract
In the past, studies only focused on approaches to training for teachers in the special education field. Hence, this study develops approaches for training non-option Special Education Teachers (SETs) in private early intervention centers, addressing their lack of specialized qualifications. Seven panel experts participated in this study using the Nominal Group Technique (NGT). The findings using this approach indicate that observation, reflection, and co-teaching are essential for SET at private early intervention centers. This study aims to enhance professional development and improve educational outcomes for children with special needs by tackling the unique challenges these educators face.
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