Knowledge of the plant kingdom among secondary students with special needs in India: an analysis

Abstract Inclusive education seeks to provide equitable learning opportunities to students with diverse needs. While the “plant kingdom” is a foundational concept in biology, studies show that students—including those in mainstream education—often struggle with “plant blindness” and misconceptions. Research on how students with special needs understand plant classification remains limited, particularly in India. This study investigates the knowledge of the plant kingdom among secondary-level students with special needs in Tamil Nadu. A sample of 30 students with hearing impairment, visual impairment, mild intellectual disability, and learning disabilities was assessed using a 60-item questionnaire covering algae, fungi, bryophytes, pteridophytes, gymnosperms, and angiosperms. Data were analysed using descriptive statistics, independent t-tests, and ANOVA. Findings indicated variation in knowledge levels across disability groups, with visually impaired students scoring significantly higher than peers with learning disabilities. No significant differences were observed in knowledge based on gender, class, school type, or medium of instruction. The results underscore the importance of disability-specific pedagogical interventions such as tactile models for visually impaired students and differentiated strategies for learners with intellectual or learning disabilities. The study highlights the need to integrate inclusive teaching practices into biology classrooms to achieve Sustainable Development Goal 4 (inclusive and equitable quality education).