Abstract
Parents and many other stakeholders usually complain about equity and inclusivity of students with special educational needs (SEN) in the mainstream schools. The purpose of the study was to find out the level of teachers’ knowledge of special educational needs and disability students and their classroom management procedures and strategies. The study adopted qualitative paradigm and a descriptive approach to gather data and were thematically analysed. The findings showed that teachers’ knowledge of special educational needs and disability students was very limited. It revealed teachers’ lack of in-depth knowledge of inclusivity, enacted and operational policies and their application, and the classroom management procedures and management of students with special educational needs. It is recommended that teachers be examined appropriately and certified before allowing them to teach in schools. Teachers who are already teaching should be updated with the current trend of educational issues including inclusivity, equity and gender sensitivity.
Highlights
The concept of special educational needs and disability (SEND) has evolved through several decades with different meanings during each evolution (UCLES, 2017)
According to Yin, there is no formula for the use of case study but if the focus is on how and why some phenomena work a case study can be used. This current study focuses on how teachers relate to students in terms of their knowledge in special educational needs and disability students (SEND)
The rationale for the study was to determine the level of teachers’ knowledge of SEND students in classes that they teach, determine their knowledge of the concept of inclusivity in the classroom, explore their awareness and understanding of regulative and legislative frameworks that relate to SEND students, examine classroom management procedures that teachers adopt in managing SEND students and to explore possible awareness strategies and management approaches
Summary
The concept of special educational needs and disability (SEND) has evolved through several decades with different meanings during each evolution (UCLES, 2017). Special education is viewed as a definitive description of the concept (Rousan, 1998; UCLES, 2017). UCLES (2017) opines that the term refers to students with learning challenges, which makes it difficult for them to learn in comparison to children of the same age group. This means that special education is a means of providing holistic education for students of SEND to enable them to realise their God-given potentials. The SEN Code of Practice (DfES, 2015) defines the term ‘special educational need’ as: “a learning difficulty which calls for special educational provision to be made” (p: 6)
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