Navigating Complex Needs of SPED Teachers Managing Students with Multiple Disabilities
Abstract
This study explores the multifaceted challenges faced by Special Education (SPED) teachers who manage students with multiple disabilities and examines effective strategies and interventions to address these challenges. The qualitative case study approach, involving semi-structured interviews, classroom observations, and document analysis, provides a comprehensive understanding of the unique experiences and practices of SPED teachers. Key findings reveal significant resource constraints, including outdated instructional materials and inadequate assistive technology, which impede the teachers' ability to deliver effective individualized support. High levels of occupational stress and burnout are prevalent among SPED teachers, exacerbated by these resource shortages and the emotional demands of their roles. However, the study highlights successful educational strategies, such as Universal Design for Learning (UDL) and Positive Behavioral Interventions and Supports (PBIS), which enhance classroom inclusivity and improve educational outcomes for students with multiple disabilities. The research emphasizes the urgent need for tailored professional development programs to equip SPED teachers with the skills necessary to manage their unique classroom challenges. This study contributes to the existing literature by providing insights into the systemic issues in special education and offers practical recommendations for policymakers and educators to improve the support systems for SPED teachers and the educational experiences of students with multiple disabilities.