Exploring the information needs and challenges of special education teachers in Malaysia

This study examines the information needs and challenges faced by special education teachers in Malaysia, focusing on how these educators identify, access, and use information to support teaching and learning in the classroom. Despite the increasing number of registered special needs children in Malaysia, the Malaysian government remains committed to advancing inclusive education and producing well-skilled special education teachers, particularly regarding teachers' information practices. Limited research has investigated the information practices of special education teachers, resulting in a gap in instructional support, resource development, and professional guidance. Using a qualitative design, in-depth semi-structured interviews were conducted with special education teachers from both urban and rural schools in various Malaysian states. This study was guided by three research questions: i) What are the information needs of special education teachers in Malaysia? ii) What information-seeking strategies and sources do special education teachers use to support their teaching and learning? iii) What challenges do special education teachers encounter in seeking and accessing information? The findings indicate that special education teachers primarily require information on teaching strategies, student behaviour, classroom management, and assessment tools. Their information-seeking strategies mainly rely on digital platforms, peer networks, official documents, and informal sharing communities. The most common barriers that hinder effective information use are inconsistent internet access, limited literacy training, and a lack of special education resources. This study emphasises the need for literacy training and information services for special education teachers in Malaysia and supports strategies for special needs school library support.