Perception of special educational needs (SEN) Teachers on the availability of infrastructural facilities in the special education schools

The investigators in this study explored the Infrastructural facilities available in the special schools as perceived by SEN teachers working in the Chennai city of Tamil Nadu State. A survey was carried outamong202SENTeachers selected using Simple Random Sampling Technique, working in the special schools meant for children with visual impairment, hearing impairment and mental retardation. The investigators developed and validated a Rating Scale (Infrastructure Facilities Scale-ISFS) to assess the availability of Infrastructural Facilities in special schools. The results revealed that around 90–95 percent of the SEN teachers felt that their schools are inaccessible to the facilities like: false roofing that curtail extra noise, adopted play materials, equipment and materials to identify children with different abilities, speech synthesizers for children with disabilities, talking calculators, speech therapy materials, computer assisted instruction and library with current books related to the special education, as they are available in poor and moderate levels. Likewise, more than 80 percent of the SEN teachers perceive that the ISF like magnifying devices and lenses, large print and coloured print materials, embossed teaching learning materials, audio-video materials, ramps/rails and special toilet facilities, overhead projector, physiotherapy and occupational therapy facilities, sensory training materials, mathematical devices and aids like abacus, Taylor frame and graphic aids are in poor and moderate forms in the special schools they are working. Further, the facilities such as Braille slate and stylus, orientation and mobility materials, facilities to use hearing aids and group hearing aids, low cost multimedia materials, braille typewriters, closed circuit television and the sanitary and drinking water facilities are in poor and moderate form in the special schools as observed by more than 70 to 75 percent of the teachers. In contrast, the facilities like furniture for seating the staff and the students, uninterrupted power supply, space and proper ventilation in the classroom and the staff rooms, health care amenities for special children within the school and school transport services for disabled students are in moderate and good forms, as perceived by around 80 to 95 percent of the SEN teachers. The implications to improve the infrastructural facilities in the special schools are discussed.