Practice of Individualized Education Plan among Teachers in Special Schools: A Study in Dhaka City

Individualized Education Plan (IEP) plays a crucial role in addressing the diverse needs of students with special needs and ensures quality education for them. This study aimed to explore how teachers in special schools across Dhaka city practice IEP and the challenges they face during the IEP development and implementation process. A multiple case study design was used to gather qualitative data through in-depth interviews and focus group discussions. Thematic analysis of the collected data highlighted the existing practices, key challenges, and areas for improvement in the practice of IEP. The study‟s findings are discussed across five major themes: teacher-student interaction, collaborative practice, external influence, societal and cultural context, and changes over time. Findings reveal that although teachers demonstrate a commitment to plan and conduct the education of the students based on their individual needs, the use of IEP was hindered by several factors such as insufficient resources, limited access to specialized training, a lack of a multidisciplinary team, and workload pressures. This study highlights a substantial gap between policy expectations and classroom reality in practicing the IEP and provides empirical evidence from an underexplored context in Bangladesh. The study suggests enhancing cooperation among school authorities, policymakers, educators, and other stakeholders to address existing challenges and improve IEP practice for students with special needs in Dhaka city and beyond.