Exploring the Experiences of Teachers Implementing Action Research in a Multi-Grade Classroom for Physically Challenged Students

Abstract

A single teacher instructs a group of students with varying ages, grades, and skill levels simultaneously in a multi grade setting of special education institutions. The purpose of the study was to investigate the difficulties faced by teachers of multi grade classes. Action research project was conducted at one of Government Special Education institution and two teachers of physically challenged pupils with multigrade classes were purposefully sampled for this phenomenon, and a qualitative technique was chosen. Individual interviews with these two multi grade classroom teachers were used to gather data about the difficulties they encountered there, and focus group with teachers were held to discuss potential solutions for enhancing students' learning in multi grade settings were also conducted. Additionally, information was gathered via observing lessons. Audio recordings, transcriptions, and open coding were all used to interpret the interviews. The development of themes was the outcome of the synthesizing of data. The results demonstrate that teachers experienced difficulties such as multi grade teaching training, curriculum organization, work overload, classroom management, learner performance, lesson planning, teaching techniques, and assessment. The use of peer tutoring, flexible grouping and differentiated instructions appropriate to the developmental stage of various groups are all possible strategies.