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Pedagogy for Sustainable Educational Development of Students with Special Needs: Teacher’s Perspective
Abstract
Training, learning, and practical experiences are included in sustainable education in formal and informal settings, increasing the community involvement and personal development of students with special needs. The fourth goal of sustainable development clearly described the surety of quality of education for all. Priority is not only given to the normal students but also included students with special needs. With suitable pedagogy for sustainable educational development, every aspect of students' lives with special needs can be promoted. This study aimed to identify the important components for sustainable educational development for students with special needs. A self-developed questionnaire comprised 20 statements was used to collect the data against the Likert scale (Cronbach Alpha .87). Fifty teachers of special education were selected as a sample to collect the data. Data were analyzed through SPSS using descriptive and inferential statistical tools. The study concluded that according to the perceptions and responses of teachers' poverty reduction, appropriateness of curriculum, active participation of the special students, least restrictive environment, and special students in general setup are the necessary components for the educational sustainable development. It was recommended that teachers should adapt the curriculum and pedagogies to meet the specific learning needs of students with special needs.
Authors
Dr. Hina Fazil
Assistant Professor, Department of Special Education, University of the Punjab, Lahore, Punjab, Pakistan
Saira Zafar
Ph. D Scholar, Department of Special Education, University of the Punjab, Punjab, Pakistan
Hafiz Muhammad Afzaal
Ph. D Scholar, Department of Special Education, University of the Punjab, Punjab, Pakistan
Keywords
Education, Pedagogy, Students with Special Needs, Sustainable Development
