Teacher Professional Development Model in Special Education in Nepal

Abstract

The purpose of this study is to generate a special education teacher professional development model for Nepal. The study covered all geographical regions representing special schools and general schools with special class. The survey group was 200 special education teachers. Data were collected using focus-group interviews and survey questionnaires. Data analysis was carried out by using descriptive statistics, content analysis as well as t-test and ANOVA. Special education teachers viewed the need of teacher professional development at high level including initial preparation, induction and mentoring, recognition of special education services and continuous professional growth. Individual socio-demographic characteristics: level, type and location of the school, gender, age, qualifi cation, experience, and service type of teachers, and disability category of the students were signifi cantly related to special education teacher's views. There is no Special Education Teacher Professional Development (SETPD) plan due to the lack of expertise and training materials. Recommendations to implement are in organizational, program, teacher, and individual level. Special education teacher professional development is recommended as a long-term process making Universities, NCED and local level agencies responsible.