Teachers’ Emotional Landscapes & Attitudinal Frameworks: A Cross-Cultural Study of SEND Pedagogical Practices

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 2
  In Roundtable Session: Equity, Advocacy, and Inclusive Futures: Perspectives on Special Education Practices

Abstract

Purpose: This study seeks to deepen the understanding of the emotional and cognitive dimensions that teachers experience when educating students with Special Educational Needs & Disabilities (SEND) in mainstream schools.
Participants: The study involved 35 teachers from 12 diverse countries and regions,varying levels of teaching experience.
Methods: A mixed-methods online survey was employed, integrating both Likert-scale questions to quantify emotional intensity and open-ended questions to capture qualitative perspectives.
Results: The findings revealed significant emotional complexity, with teachers reporting feelings of challenge, nervousness, and tiredness. Novice teachers expressed frustration and inadequacy, while experienced educators highlighted systemic resource constraints.
Conclusion: The study proposes the SEND Attitudinal Duality Framework, emphasizing the interplay of emotional experiences and cognitive interpretations.

Authors

• Litong QI, Hong Kong Shue Yan University

• Luis Miguel Dos Santos, Hong Kong Shue Yan University, Hong Kong

• Hongyan Wang, Binghamton University - SUNY

• Ying Li, Binghamton University - SUNY