Journal of Economics and Sustainable Development www.iiste.org ISSN 2222-1700 (Paper) ISSN 2222-2855 (Online) DOI: 10.7176/JESD Vol.10, No.1, 2019 101 Instructional Planning and Evaluation Techniques Used by Teachers for their Students with Special Needs Prof. Dr. Shahida Sajjad (Author) Dean Faculty of Social Sciences, Malir University of Sciences & Technology, Karachi Address: A - 12, Block 4, Gulistan e Jauhar, Karachi - 75290 Dr. Saira Saleem (Co- Author & Corresponding Author) Assistant Professor Department of Special Education, University of Karachi Sheikh Zayed Islamic Research Centre, Special Education University of Karachi Ms. Fouzia Rehman (Co-Author) M.Phil. Scholar, Department of Special Education, University of Karachi Address: R-15, 2 nd floor, St - 7, Block E 10/A, Gulshan e Iqbal Karachi Abstract This empirical study aimed to explore how teachers plan instructions for their students with special needs. Fifty teachers were selected through purposive sampling who were teaching students with hearing impairment, and students with visual impairment at class eighth, ninth and tenth level in special schools of Karachi city. The data collected through a checklist was analyzed through descriptive statistics and One-way Analysis Of Variance (ANOVA). The findings of the study reveals that majority of the teachers always assess students with special needs, include activities in curriculum, plan curriculum according to special needs of students, complete their syllabus in time and carefully plan students' assignments. Majority of the teachers use teacher-made test for evaluating their students with special needs. Key words: Instructional Planning, Evaluation Techniques, Students with Special Needs 1. Introduction The aims of education for all the students are same but how the education is imparted to them may be different for students with and without special needs. While teaching students with special needs the instructional planning is carried out by their teachers who should consider some factors in instructional planning depending upon the special needs of students caused by their disabilities. These factors may include (but not limited):  Identification of special needs of students with disability which is the first step of learning process and all further planning is based on this step. These special needs vary from student to student according to the disability and further vary from student to student even having the same disability because of the severity of the disability, and age of onset.  Inclusion of different activities in curriculum of students with special students thus making the lessons interesting, meaningful and easy to understand.  Planning of Curriculum according to special needs identified at first step.  Completion of syllabus by teachers in time to carry out evaluation of learning.  Planning of students' assignment carefully to get a feedback on what the students have learnt and if their progress is satisfactory or not. Teaching students is not the only aim of education but how the teacher has performed and what students have learnt is equally important. Using different techniques of evaluation by teachers can serve this purpose. Evaluation could be formative that is continuously done throughout the teaching/learning process or it could be summative that is carried out after completing the syllabus. Teachers may rely on different techniques of evaluation including; teacher-made tests, self-assessment tests and performance tests. The teacher made tests are non-standardized tests designed by teachers based on different units included in the syllabus to find out if the