Enhancing teachers’ development for special needs students

Abstract

This study investigates how professional development programs prepare general and special education teachers to address the challenges created by speech delays and cognitive difficulties in inclusive early elementary classrooms. The research seeks to highlight evidence-based practices that would enhance teaching practices and create a supportive learning environment for students with special needs. This qualitative research methodology utilizes data from semi-structured interviews, focus group discussions, and classroom observations at an urban school system. Key findings point to considerable barriers in communication, the need for differentiated teaching methodologies, shortcomings in professional development programs, and the influence of inclusive classroom dynamics on teaching effectiveness. The research underlines that collaboration among educators, parents, and specialists is paramount in the design and implementation of tailored interventions. It also contributes to the inclusive education literature by providing practical insights into how professional development can be enhanced to foster academic and social success for students with developmental delays.