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Challenges of Effective Instruction to the Students with Intellectual Disabilities in Special Schools of Nepal

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2020, 21(2), pp.167-189
  • DOI : 10.19049/JSPED.2020.21.2.07
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : May 11, 2020
  • Accepted : June 12, 2020
  • Published : June 30, 2020

Sharan Hari Shrestha 1 Kyoung Gun Han 2 Nam Raj Neupane 3

1트리부반대학교
2단국대학교
3창원대학교

Accredited

ABSTRACT

[Purpose] The study is aimed to explore the existing challenges for instructing children with intellectual disability in Nepal. [Method] This is a qualitative research study followed by descriptive design. Study includes 5 special schools of Kathmandu Valley which were selected by purposive sampling method. Similarly, 15 respondent teachers out of which 5 head teachers and 10 teachers (2 teachers from each school) were selected by purposive sampling method. Data collected from classroom observations and interviews with teachers and head teachers were validated by getting reviewed with a special education expert. [Results] Study showed that improving curriculum to make it need-based, recruiting qualified teachers, strengthening home-school collaboration, preparing an actual IEP, and developing positive thinking in parents are the challenges. Furthermore, enhancing support services, strengthening school management, and making school system disability-friendly are also the challenges associated with effective instruction to the students. [Conclusion] There are a number of challenges which can be overcome by the joint effort from the strong tie among government’s desire, strength of the schools, and qualified teachers.

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