Teachers’ Challenges in Teaching Students with Intellectual Disability at Elementary School in Kohima District, Nagaland

The aim of the research was to investigate primary school educators’ perspectives on the challenges they face while working with students who are intellectually handicapped and also have autism spectrum disorder, a learning disability, or attention deficit hyperactivity disorder (ADHD). The study is mostly descriptive in nature, and a cross-sectional survey design was used to collect the data. The study’s sample size was 25, with 9 male and 16 female educators from Kohima district’s special education institutes serving as respondents. A self-made questionnaire consisting of 14 short-answer questions was used for this investigation. According to the results of the survey, educators face a wide range of difficulties in the classroom. Most people struggle to rein in students’ hyperactivity and misbehaviour when working in groups. The challenges of teaching pupils with developmental disabilities were evaluated very differently by male and female educators. Teachers’ perceptions of the challenges they experience when instructing students with developmental disabilities also varied greatly by age and area of expertise. Both pre-service and in-service teacher training are advocated for in the report.