Abstract
This empirical study aimed to explore how teachers plan instructions for their students with special needs. Fifty teachers were selected through purposive sampling who were teaching students with hearing impairment, and students with visual impairment at class eighth, ninth and tenth level in special schools of Karachi city. The data collected through a checklist was analyzed through descriptive statistics and One-way Analysis Of Variance (ANOVA). The findings of the study reveals that majority of the teachers always assess students with special needs, include activities in curriculum, plan curriculum according to special needs of students, complete their syllabus in time and carefully plan students' assignments. Majority of the teachers use teacher-made test for evaluating their students with special needs. Key words: Instructional Planning, Evaluation Techniques, Students with Special Needs
Highlights
The aims of education for all the students are same but how the education is imparted to them may be different for students with and without special needs
The study was based on four research questions and the results are given in tables 3-6 given below: Research question1: What factors are included in instructional planning for the students with special needs by their teachers?
The results show that most of teachers always assess students with special needs, include activities in their curriculum, plan curriculum according to special needs of students and carefully plan students' assignments
Summary
The aims of education for all the students are same but how the education is imparted to them may be different for students with and without special needs. While teaching students with special needs the instructional planning is carried out by their teachers who should consider some factors in instructional planning depending upon the special needs of students caused by their disabilities. These factors may include (but not limited): Identification of special needs of students with disability which is the first step of learning process and all further planning is based on this step. Teachers may rely on different techniques of evaluation including; teacher-made tests, self-assessment tests and performance tests. The study further intended to explore the different techniques used by teachers to evaluate learning of their students with special needs
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