Exploring Challenges to Social Adaptability Among Students with Special Educational Needs in Government Colleges, Batkhela, Pakistan

Abstract

This study explored challenges in social adaptability experienced by students having special needs in government college Batkhela of Khyber Pakhtunkhwa province of Pakistan. The ability to adapt to social environments is an important factor for students' educational participation, interpersonal relationships, involvement in the classroom, and adjustment to school. But students with special needs may experience extra challenges that impede them in making a successful social adjustment in mainstream school settings. The study used a qualitative research design with a phenomenological approach and collected data from 20 participants through purposive sampling Semi-structured interviews were employed to collect data and themed analysis was used to analyze data.

The findings indicated that there were several interrelated challenges to students' social adaptability. The main challenges faced were related to language, transportation, lack of trained teaching staff, no individual academic attention, poor financial resources, social stigma, peer exclusion, inaccessible physical facilities, and lack of disability support and assistive technologies. The study also revealed that students with hearing, visual, speech, physical and learning impairments were excluded not only because of their impairments, but because of the lack of inclusive policies, and adaptive teaching practices in educational institutions.

The study finds that the social adaptability issues of special needs students in Batkhela are a complex issue and are rooted in institutional, social and infrastructural barriers. The results underscore the importance of adopting inclusive educational policies, creating accessible educational facilities, training special education teachers, using assistive technologies and raising awareness about inclusive education to facilitate equality of participation and social inclusion in educational institutions. The study offers valuable information to policy makers, educators, and educational administrators who want to foster inclusive and supportive school environment for students with SEN.