In the quiet, snow-capped region of Konodas in Gilgit-Baltistan, far from the reach of national education reforms and high-level academic conferences, English teachers in special education schools perform their duties with little more than hope, resilience, and a deeply personal commitment to their students. Their classrooms are filled not only with chalkboards and textbooks, but also with children who carry emotional, cognitive, and physical disabilities — children who require patience, adaptation, and innovation. What these teachers give them is not only language instruction, but also empathy, dignity, and a sense of belonging. Yet, their struggle remains largely invisible.
A qualitative research study conducted in special education schools located in Konodas aimed to uncover the experiences of these English teachers. The research involved five educators currently working in special education settings. Through semi-structured interviews and classroom observations, the study explored their daily challenges, teaching strategies, and emotional experiences. What emerged was a complex picture of institutional neglect, resource scarcity, emotional fatigue, and profound dedication.
One of the most striking findings of the study was that none of the teachers had received formal training on how to teach English to students with disabilities. Most entered the profession with general qualifications in English or education, but without any coursework or practicum in inclusive pedagogy. “I was never taught how to teach these children. I just learn through trial and error,” one participant stated. This gap in training leaves teachers to develop their own methods — often through experimentation, frustration, and repeated emotional strain.
The problem is not just a lack of training, but also a near-total absence of teaching resources. In the classrooms observed, there were no assistive devices such as audio books, tactile kits, or adaptive learning software. Basic tools like projectors, charts, or even subject-specific special education textbooks were missing. “We have no resources,” one teacher explained. “I create my own flashcards and visuals using recycled material.” The reliance on homemade tools — however creative — highlights a serious institutional failure to equip teachers with even the minimum materials needed to do their jobs effectively.
While professional challenges were significant, the emotional burden was perhaps even greater. Teachers reported chronic exhaustion, burnout, and a sense of being invisible within both their institutions and the broader educational system. Many felt isolated in their work, lacking any formal support systems such as peer mentoring, supervision, or psychological counseling. “We are not seen as real teachers,” a participant said. “People think we’re just caretakers for disabled children.” This kind of social misunderstanding only deepens the emotional toll, leaving teachers feeling demoralized and professionally alienated.
Compounding these difficulties is the social stigma associated with disability in local communities. Many parents initially resist the idea of special education, and misconceptions are widespread. Teachers often find themselves spending as much time educating families and neighbors as they do teaching their students. In some cases, teachers had to convince parents to allow their children to attend school in the first place. “We teach the community before we teach the child,” said one participant — a sobering statement that speaks volumes about the cultural context in which these teachers operate.
Despite these considerable challenges, the research revealed a deep sense of emotional connection and moral responsibility among the teachers. Their commitment to their students was described not in terms of duty, but in terms of care. One participant explained, “Even if no one notices, I know I’m making a difference.” This sense of purpose provides motivation, but it does not erase the fact that the system continues to place enormous burdens on individual teachers without giving them the tools to succeed.
Using Braun and Clarke’s six-step thematic analysis, the study identified four recurring themes: lack of professional preparation, resource scarcity, emotional exhaustion, and societal stigma. Each theme was strongly represented in all five interviews and confirmed through observational data. These themes are not only consistent with previous national and international literature on special education, but they also highlight the unique challenges of teaching English in an underserved region like Konodas — where both geography and governance contribute to systemic educational gaps.
The results paint a stark picture: English teachers in special education schools in Konodas are expected to deliver quality instruction to students with a wide range of disabilities — without the training, tools, or institutional recognition to support their efforts. They serve as curriculum developers, counselors, classroom managers, and social advocates, often all at once. And yet, their work remains unrecognized in national policy discussions, teacher education frameworks, and public discourse.
This silence must end. If we are serious about building an inclusive education system in Pakistan, we must begin by acknowledging and addressing the needs of those working at its very edges. First, specialized training programs in inclusive English education must be developed and made available to all teachers in special education schools. These programs should include modules on differentiated instruction, communication strategies, and the use of assistive technologies.
Second, schools in Konodas and similar regions must be equipped with accessible teaching aids, visual and audio tools, and adaptive learning materials. These resources should not be left to the creativity of individual teachers, but should be provided through formal channels supported by government and NGOs.
Third, institutional support structures must be established. Teachers need professional communities where they can share ideas, receive feedback, and access emotional support. Schools should have built-in mechanisms for teacher well-being, including regular peer meetings, mentoring, and mental health services.
Finally, societal awareness campaigns are essential to reduce stigma. Communities must be educated about disability, inclusion, and the value of special education. Only then can students — and the teachers who serve them — receive the respect, support, and opportunity they deserve.
This research is more than a study; it is a mirror held up to the face of an education system that has neglected its most committed workers. The English teachers in special education schools of Konodas are not invisible — they are indispensable. They work quietly, but powerfully, shaping the futures of children who need them the most. Their challenges are real, but so is their courage. If we listen carefully, their stories can inspire a shift toward true educational justice — one where inclusion is not a policy promise, but a lived reality in every corner of Pakistan.
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