A review of the different problems in B.Ed. special education


  • Dr. Digar Singh Farswan Associate professor, School of Education, Uttarakhand Open University, Haldwani, Nainital, Uttarakhand, India


internship, practice teaching, skills, special education, special needs


Special education aims to provide accommodated education for disabled students such as learning disabilities, learning difficulties such as dyslexiacommunication disordersemotional and behavioral disordersphysical disabilities such as osteogenesis imperfectacerebral palsylissencephaly, and muscular dystrophydevelopmental disabilities such as autism spectrum disorder and intellectual disabilities and other disabilities. Disabled students are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, a specifically adapted teaching area, a resource room, or a separate classroom. Under special education, education is given to educate those children who are somewhat different from normal children in physical, mental, and social areas. The education needs of these children are also somewhat different from those of normal children. Special education is specially designed educational instruction that provides teaching and learning facilities to children with special needs through educational activities, special curricula, and specially trained teachers. In this research paper, an attempt has been made to provide skillful education among students-teachers of special education, to provide proficiency for teaching children with special needs, and to shed light on the problems faced during the course and related facts. This research study's nature was the survey method. In this study, B.Ed. students of special education from Uttarakhand Open University, Halwani, Nainital (Uttarakhand) used the purposeful sampling method to select a sample of 76 student-teachers in special education were included, and the questions related to various problems faced during the course. In this research study, it was found that most of the problems faced by the student-teachers come from the absence of an ideal school for practice teaching. Also, there is a problem with the lack of a diagnostic setup. The non-availability of special education schools and the absence of separate institutions for children belonging to different categories of special needs also create problems.


Bloom BS. Taxonomy of educational objectives: the classification of educational goals/ by a committee of college and university examiners, London, 1964.

Anand CL. Teacher education in emerging India, NCERT New Delhi, 2000.

Pathak PD. Indian Commission on Education, including Kothari Commission. Agra Publication Agra, 2008.

Farswan Digar Singh. Innovative practices in teacher education in India. International Journal of Current Research, 2017, 9(4). http://www.journalcra.com

Farswan Digar Singh. Role of ICT in Teacher Education. the Research Journal of Social Sciences, 2019, 10(4). www.aensi.in

Farswan Digar Singh. Importance of teaching skills for the teaching-learning process. The Research Journal of Social Sciences, 2019, 10(6). www.aensi.in

Farswan Digar Singh. Study of problems arising during the practice teaching and internship of pupil-teacher in B.Ed. Course. Journal of Emerging Technologies and Innovative Research (JETIR). 2022;9(10):58-66. www.jetir.org

Disabled persons in India- a statistical profile, 2016. http://mospi.nic.in

RPWD Act, 2016. http://disabilityaffairs.gov.in

Kumar A. Exploring the teacher’s attitude towards inclusive education system- A study of Indian teachers. Journal of Education and Practice. 2016;7(34):1-4.




How to Cite

Farswan, D. S. (2023). A review of the different problems in B.Ed. special education. Journal of Advanced Education and Sciences, 3(1), 11–15. Retrieved from https://dzarc.com/education/article/view/238