Effective Teaching Strategies for Physically Disabled Students: A Reflective Approach

Abstract

The study explored how teachers of special education handle working with physically disabled students in specialized education settings through phenomenological research. The research focused on finding out how reflective practice affected teaching methods and student achievement outcomes. Through in-depth interviews researchers collected most of their data. A guide structured the conversations between the researchers and participants. The research relied on purposive sampling that identified physical disability teachers to achieve various viewpoints and teaching experiences. Qualitative data received thematic analysis as the research method which enabled researchers to identify dominant themes and patterns that emerged from teaching experiences with reflective practice. Teachers identified Gibbs Reflective Cycle as a vital system which organized their reflective improvement activities. Exceptional educators argue that reflection generates better learning results because it boosts conceptual analysis and promotes both student physical disability engagement and classroom cultural variety. The study indicated that PBL and IBL together with technology-enhanced teaching along with cooperative learning make powerful tools for reflective practice enhancement. These teaching methods work to boost student participation by requiring educators to perform ongoing assessment and development of their educational approaches. The research findings will develop frameworks for teaching professional development of special education instructors and also provide important strategies for teachers seeking instructional enhancement until these methods spearhead optimal learning conditions for whole student populations.