Abstract
The purpose of the study was to determine the classroom practices being used by teachers to teach slow learners in institutions run under the department of special education, the government of Punjab. The study was quantitative, and it was delimited to government institutions for slow learners in Punjab. The sample of the study was all the educators teaching in the institutes for slow learners and data was collected through a self-administered questionnaire consisted of 42 items. Statistical Package for Social Science (SPSS) was used to calculate Mean, Standard Deviation (SD), and t-test to measure classroom practices, gender-wise response differences. The finding showed that almost all the teachers planned the lesson according to the individual needs of students, used motivational, instructional strategies, used simple vocabulary and language, and taught modified curriculum. There was no statistically significant difference between male and female teachers applying these practices in classrooms.
Keyword(s)
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