Descriptive Analysis of Knowledge for Teaching Mathematics to Students with Special Education Needs with Learning Disabilities

Teaching mathematics to students with special educational needs (SEN) requires substantial pedagogical knowledge and appropriate teaching strategies. However, previous studies indicate that special education teachers often face challenges adapting mathematics instruction for SEN students due to a lack of specialized training in mathematics pedagogy. In this study, we assessed teachers’ perceptions of the knowledge required for teaching mathematics and examined their level of knowledge and experience in this field. This study adopts a survey research design with a quantitative approach. An online questionnaire was used as the primary instrument, involving 30 Special Education Integration Program (SEIP) teachers from various schools in Sarawak selected through convenience sampling. Data were analyzed using descriptive statistics via SPSS, and the instrument’s reliability was assessed using Cronbach’s Alpha coefficient. The findings indicate that teachers possess a high level of pedagogical knowledge in special education but still face challenges adapting mathematics instruction for SEN. Experience in special education does not necessarily guarantee confidence in teaching mathematics. Therefore, a more structured professional training program in mathematics pedagogy is essential. This study is expected to guide stakeholders in enhancing the quality of training for special education teachers.