Autonomy, Competence, and Relatedness in Teachers Working With Students With Special Needs

• In Event: Sheraton Roundtable Session 38
  In Roundtable Session: Exceptional Need: Special Education Teachers and Contextual Challenges

Abstract

This study considered the role of universal psychological needs satisfaction and thriving in the experience of teachers who work with exceptional learners. The construct of universal psychological needs was used as a lens to interpret interviews conducted with participants and informed themes of relatedness, competence, and autonomy. The sample consisted of five teachers all under the age of 40 years in Canada with experience working with exceptional learners at the elementary school level. Approximately 60-minute semi-structured individual interviews were conducted. The study’s findings suggest that supporting the universal psychological needs of teachers working with exceptional learners in the general education classroom may contribute to their feelings of wellness and thriving.

Authors

• Newsha Ziaian-Ghafari, Queen's University - Kingston

• Pamela Anne McDonald, Queen's University - Kingston