| Summary: | The Special Education (SPED) industry in Singapore is segregated from the mainstream education system and has long endured a reputation deemed to be less illustrious compared to its counterpart. In recent times, however, the sector has begun to receive more attention from the overseeing ministries in a bid to enhance the quality of education given to students with special needs. Such efforts will entail the provision of proper support for SPED teachers even as they manage the growing demands required of the profession in an increasingly complex information landscape. Given this backdrop, an investigation into the information-seeking behaviour of SPED teachers will contribute towards the planning of their professional development. The objectives of this study involve identifying the information needs of SPED teachers, the types of information sources preferred, the barriers encountered in information-seeking, as well as the level of needs satisfaction with their endeavours. A total of 110 SPED teachers participated in the study by submitting their responses through an online survey questionnaire. The findings of the study indicate that the main information needs of SPED teachers pertain to tasks involving the direct practice of classroom teaching such as lesson planning and classroom management. Accessibility and ease of use are important considerations in the selection of their information sources, which are most frequently derived from colleagues, syllabus documents and website articles. While the use of digital resources is common, print remains the format of choice for information sources. The main barrier to information-seeking encountered by SPED teachers is the lack of available time during working hours, which negatively correlates to the perception of success in meeting their information needs. In general, however, SPED teachers appear to be well satisfied with the selection of information sources in meeting their needs. It is felt that the understanding gained from this study will provide a useful foundation for further explorations on the information behaviour of SPED teachers, as well as the future development of the profession.
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