Educator Attitudes Toward Supports and Their Perceptions of Intensity: Investigating the Connection

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Special and Inclusive Education Research Virtual Poster Session

Abstract

This study investigated educators’ attitudes toward and perceptions of support intensity for students with disabilities in inclusive settings through a social-ecological lens. Educators rated the importance and intensity of supports aligned with seven support categories using vignettes and corresponding surveys. Results indicated that while all supports were perceived as important, adaptation and content instructional supports were rated higher than others, particularly assistive technology. Further, a positive correlation between support importance and intensity was found, suggesting that perceived effectiveness influenced the perceived need for resources. Findings highlight the need for professional development to enhance educator understanding and implementation of various supports, especially assistive technology.

Authors

• Stephanie Baker, Northern Illinois University

• Rahma Abbasi, Northern Illinois University