Perceptions of Gender and Disability in Special Education: Insights from Teachers in Punjab, Pakistan

Disabilities and Gender Differences

Abstract

Abstract

This study sought to understand how teachers perceive gender differences in relation to exceptionalities. In particular, it aimed to provide light on the current state of knowledge, attitudes, and pedagogical methods among educators who are involved in dealing the children with exceptionalities in special education settings. Special education teachers from Gujranwala division institutions made up the participation pool. The study used a cross-sectional design and collected data from 60 educators, including male and female instructors with the designations of Junior Special Education Teacher (JSET) and Senior Special Education Teacher (SSET). The convenience sampling technique is used to select the sample of the study. In order to gather information, a researcher created a questionnaire with 33 questions. Experts from both the special education and non-special education fields validated the instrument, and it showed strong internal consistency (Cronbach's alpha = 0.89). The results showed that instructors had a basic grasp of how impairments are classified according to gender, but they were less knowledgeable about how gender plays a more complex role in shaping students' educational experiences and their final grades. The research concludes that in order to better prepare teachers for the future, programs should include gender-responsive curriculum. Students with disabilities who exhibit gender-related disparities would benefit from more evidence-based educational practices and more informed cognitive frameworks if they were a part of this inclusive classroom.

KEYWORDS

Perception, Teacher, Gender, exceptionalities, sex ratio, special education