Classroom Practices Adopted by Teachers of Students with Muscular Problem in Schools

Abstract

Students with muscular problems are required to be dealt professionally by their teachers in their classrooms. This study aimed to seek classrooms practices that teachers of physically handicapped children adapt in classrooms for students with muscular problems in special education schools of Punjab. This study was qualitative with exploratory type. A total number of 20 teachers of students with physical disabilities teaching in special education schools for physically handicapped children including 10 male and 10 females were taken as sample of the study. Semi-structured interview was developed as a tool for this study for the purpose of data collection. Validity of the instrument was confirmed through expert opinion Reliability of the instrument was confirmed through an extensive literature review. The data were analyzed through coding & thematic analysis. Major themes of the study were teacher’s perception, classroom practices, and challenges for teachers, challenges for students with muscular problems, and strategies. Findings of the study revealed the current classroom practices for students with muscular problems and teaching strategies adapted for better learning of the students with muscular problems. Study recommended teachers must be trained to tackle the students with muscular problem in their classroom.