Teaching strategies applied by special education teachers during face-to-face lessons after the COVID-19 pandemic: a systematic literature review

The COVID-19 pandemic disrupted education systems worldwide, leading to the closure of schools and the adoption of remote teaching and learning methods. Students in special education were one of the earliest to transition back to face-to-face lessons as schools were slowly reopening in Malaysia. It is crucial to consider the impact of the COVID19 pandemic on education due to the challenges faced by special need students during online learning inlcude limited access to technology, communication barriers, and the need for specialised teaching strategies. It requires a concerted effort from educators, parents and policymakers to ensure the provision of inclusive and effective education for all students especially the special need students. The study used the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) as a core methodology to systematically screen, review, and synthesized the literature on teaching strategies of special education research. Through this review, the researchers aimed to examine the current trends in teaching strategies and the state of research in the field of special education. Moreover, there are significant gaps in the existing literature, particularly from special education perspective, which hinders knowledge expansion and practical applications. By conducting a systematic literature review from special education perspective, the study aims to contribute valuable conceptual insights and practical implications for the development of effective approaches for students with special educational needs.