Special Education Teachers’ Competency and Challenges in Teaching Children with Intellectual Disabilities: Narratives from Afghanistan

Abstract

This paper investigates the proficiency of special education (SE) teachers and the challenges they face in educating children with intellectual disabilities (CIDs), as reported by primary school teachers in Afghanistan. This study utilized a qualitative narrative research approach. A total of five special education (SE) teachers who teach children with intellectual disabilities (CIDs) from different primary schools in Kabul, Afghanistan participated in this study. The schools where the special education (SE) teachers work were under the management of non-governmental organizations (NGOs). The five teachers were interviewed in the Afghan language, Dari, as well as English, based on the participants' choices, and subsequently transcribed and translated accordingly. The data was analysed using thematic analysis and resulted in the identification of three main themes: the competencies of teachers in fieldwork; pedagogical and professional knowledge; and the behavioural issues of children with intellectual disabilities (CIDs) as well as the difficulties encountered by special education (SE) teachers. They have indicated their requirement for professional development programs and modern instructional tools, both of which are considered necessary skills for instructors working in the field of special education. Ultimately, the results of this study suggest that special education (SE) teachers should possess extensive knowledge in their specific areas of expertise and consistently strive to improve their professional expertise and level of teaching proficiency. This can be achieved by enhancing their knowledge, engaging in specialized training programs for the field of special education, and actively seeking further information on the instructional skills required to support students with cognitive impairments who require individualized educational planning.