Hybrid Teaching Methods for Special Education Teachers: An Approach for Teachers’ Training

Abstract

The purpose of study is to explore the use of hybrid teaching methods for special education teachers. This study was qualitative and exploratory. The sample of study was special education teachers’ trainers (N=14) from Govt. in-service training college for teachers of disabled children, selected through purposive sampling technique. Data collection tool was a self-developed semi-structured questionnaire. Instrument's validity was confirmed by field experts (N=03) and reliability of the instrument was examined through an extensive literature review. Data was analyzed through qualitative data analysis software NVIVO version 15. Four (04) major themes emerged from the qualitative data analysis, i.e., teachers’ perception, challenges for teachers, role of hybrid teaching mode, and unlocking learning potentials for best practices to maximize the effectiveness of hybrid teaching for special education teachers. Findings revealed that a lack of training exposures, inadequate resources, assessment difficulties, a non-supportive environment, and insufficient awareness were reported as major factors to make hybrid teaching more challenging for special education teacher trainers. Recommendations suggest that teacher trainers should be provided with adequate resources & training facilities by special education departments at the national & international levels to implement the hybrid teaching mode in their trainings.