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.