1Sharan Hari Shrestha, 2Basu Dev Kafle, 3Namraj Neupane, 4Kyounggun Han, 5Sirjana Thapa
1Principal, Assistant Professor in Central Department of Education, -Tribhuvan University, Kirtipur Nepal
2Emeritus Professor, Central Department of Education, Tribhuvan University, Kirtipur, Nepal
3Assistant Professor, Central Department of Education, Tribhuvan University, Kirtipur, Nepal
4Professor & Dean, Dept. of Special Education, Dankook University, South Korea
5Associate Professor, Department of Global Addiction Rehabilitation Counseling, Namseoul University, South Korea
DOI : https://doi.org/10.47191/ijmra/v8-i01-47Google Scholar Download Pdf
ABSTRACT:
The study is primarily concerned with finding possibilities for providing better education to students with intellectual disabilities studying in the special schools of Nepal. This is qualitative research carried out in an interpretive paradigm followed by a descriptive research design. Three special schools for students with intellectual disabilities from three separate districts of Kathmandu Valley were taken as samples by purposive sampling method. Three head teachers from these schools were automatically selected and six teachers from purposive sampling. Two experts were selected by using the convenience sampling method. Thus, 11 respondents took part in the study. Interview questions were prepared, validated by the experts’ review, and administered to the respondents to gather data. A Document study was also carried out to collate information. Thus, obtained data from these sources were triangulated to ensure the reliability of the study. Study results depicted that there are immense possibilities to provide better education catering to the prevailing challenges of teaching students with intellectual disabilities. Possibilities are high when guiding documents are prepared, qualified teachers are recruited, there are several special education experts, critical masses take their roles in the society, home-school collaboration is adequately practiced, providing inclusive education or introducing inclusive special education settings in the schools.
KEYWORDS:Intellectual disabilities, Possibilities, Teaching adaptive skills, Constructivism
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