Teachers’ perceptions and practices of individualized teaching for students with Learning Disabilities (LDs)
Abstract
This qualitative study sought to understand how teachers perceive individualized
teaching for students with learning disabilities. The study also aimed to investigate the
individualized teaching strategies used in two inclusive classrooms. The study has
revealed various difficulties teachers encounter when utilizing individualized teaching
strategies in the classroom. The study's results can be used to gain an understanding of
how teachers view individualized instruction and the amount to which they employ it
in their classes, particularly for those who have learning disabilities. The study
investigates how individualized instructional strategies have been implemented and
integrated into classrooms through observations of classrooms.
In Bangladesh, as learning disabilities are still mostly underrecognized, the study
indicates that participants still know little about many elements of learning disabilities
and tend to place an excessive focus on cognitive and physical impairments. All of the
participants were aware of " individualized teaching," but there was a gap in their
understanding of the precise individualized methods that were to be used for kids with
learning difficulties. To build a positive attitude and an enabling atmosphere for
students with learning disabilities, certain recommendations made by this study may
catch the attention of policymakers and school administrators.