EFFECTIVE TEACHING STRATEGIES USED BY SPECIAL EDUCATION TEACHERS FOR STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

Classroom effectiveness in special education largely depends on the pedagogical practices employed by teachers, particularly when working with children who have intellectual disabilities. This study aims to explore the pedagogical strategies and instructional techniques used by special education teachers to enhance learning outcomes and classroom engagement among children with intellectual disabilities. Emphasizing both structured and flexible approaches, the research investigates how these practices align with students’ cognitive and behavioral needs. Using a quantitative research design, data were collected from 100 teachers selected through random sampling from both government and private sector institutions, ensuring representation of diverse educational environments. A self-developed questionnaire was used as the data collection tool, and it demonstrated high internal consistency, with a Cronbach’s alpha reliability coefficient of .96. The findings indicated that teachers frequently relied on individualized instruction, step-by-step teaching, visual supports, positive reinforcement, and activity-based learning to meet the unique needs of their students. The study highlights the need for ongoing professional development and institutional support to further strengthen teaching practices. The insights gained from this research may help educators, administrators, and policymakers better understand and enhance instructional approaches for students with intellectual disabilities.