ABSTRACT

 Purpose:  During school hours, students often require immediate medical intervention by teachers for addressing injuries and minor wounds. Teachers should possess the requisite first aid skills to avoid any serious consequences of injuries to students. This study aimed to investigate special education teachers’ capabilities to provide first aid to their students with intellectual disabilities. Method: A cross-sectional study was conducted, and data were collected via a questionnaire. The sample comprised 300 male and female teachers of students with intellectual disabilities. Findings: The findings indicate that teachers are largely incapable of providing first aid to their students with intellectual disabilities. In addition, male teachers were found to be more capable in providing first aid compared to the female teachers; similarly, teachers with more than 20 years of teaching experience were found to be more capable than teachers with less teaching experience. In addition, this study found that attending training courses influences teachers’ capabilities compared to those who have attended few or no training courses. Implication for Research and Practice: The results of the current study suggest that teachers’ ability to deal with injuries requires improvement in a way that enhances teachers’ practice and confidence.