Examining the Issues and Challenges of Special Education Teachers in Gilgit-Baltistan: AContextual Analysis

Abstract

 This study examines the issues and challenges faced by special education teachers in GilgitBaltistan, focusing on the academic, structural, and socio-cultural factors influencing the quality
of special education in the region. Drawing on data from 56 teachers across multiple districts, the
research evaluates teachers’ perceptions regarding instructional challenges, availability of teaching
resources, parental involvement, and cultural attitudes toward disability. A quantitative, descriptive
research design was used, employing a structured five-point Likert-scale questionnaire comprising
items across four thematic areas: academic barriers, resource availability, home school
collaboration, and socio-cultural influences. Descriptive statistics revealed persistent constraints,
including limited professional training, inadequate teaching materials (Mean = 2.21), challenges
in assessing learners (Mean = 2.39), and insufficient classroom facilities (Mean = 2.86). Parental
engagement was reported to be weak, with low levels of participation in educational activities
(Mean = 2.41). Cultural beliefs and social stigma also emerged as major barriers, reflected in
negative community perceptions toward disability (Mean = 2.32). Independent samples t-test
results demonstrated no statistically significant gender differences (p > .05) across all variables,
indicating that these challenges are systemic rather than gender-specific. Overall, the findings
highlight widespread resource shortages, limited institutional support, and cultural constraints that
hinder effective special education, underscoring the need for targeted professional development,
improved teaching resources, and culturally informed awareness initiatives to strengthen inclusive
practices in Gilgit-Baltistan.