Professional Development Programs of STEM: Outcomes of Students with Multiple Disorder

Abstract

This study used mixed-method method approach and tried toexamine the effectiveness of professional development (PD) programs in enhancing STEM teachers’ instructional practices for students with Multiple Disorder (MD) in Pakistan and the subsequent impact on student achievement. Data were collected from 30 middle and high school STEM teachers who had participated in inclusive education within the past three years, along with 30 students with MD students (grades 5–9). The Teacher Efficacy for Inclusive Practices (TEIP) Scale measured teachers’ self-efficacy, while classroom observations and standardized STEM assessments evaluated instructional practices and student outcomes. Results indicated that while teachers demonstrated high confidence in general inclusive strategies), they showed moderate efficacy in MD -specific adaptations. Classroom observations revealed strengths in multimodal instruction (visual aids, written instructions) but inconsistent implementation of FM systems and individualized supports. Student engagement was higher in structured, visually supported activities, though challenges persisted in verbally dense collaborative tasks.  The study highlights critical gaps in Professional Development (PD) programs, particularly in trauma-informed behavior management, family engagement, and STEM-specific accommodations. Recommendations include, sustained, practice-based PD on MD-specific strategies, systemic support for assistive technologies and classroom acoustics, and enhanced parent-teacher collaboration frameworks. This research contributes to global efforts to advance equity in STEM education for students with hearing loss.