Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Arts

Program

Education

Supervisor

Friesen, Deanna

Abstract

Ontario teachers, who work with students of varying strengths and needs, must address the challenges posed by numerous exceptionalities. This study recruited both elementary and secondary in-service teachers (N= 95) and examined teachers’ knowledge and confidence in teaching students with exceptionalities. Findings reveal that teachers feel less confident in teaching students who are deaf/Hard of Hearing and blind/low vision, while they feel most confident in teaching students with learning disabilities and behavioural exceptionalities. Despite self-reported knowledge in behavioural exceptionalities, teachers expressed a need for additional support. Teachers are also more confident in assessing strengths than needs and implementing accommodations over modifications. Teachers feel most assured in supporting skills like writing, reading, organization, and time management, but less so in memory, executive functioning, and fine motor skills. The study underscores key challenges and opportunities for improving teacher training, professional development and enhancing educational outcomes for all students.

Summary for Lay Audience

Ontario teachers work with students with various strengths and needs in their classroom. The Education Act states that a student in Ontario can be identified as ‘exceptional’ under one of five categories. The categories of exceptionality are behaviour, communication, intellectual, physical, and multiple. Given the many students with exceptionalities, it is important to identify where teachers lack knowledge so they can be better prepared to work with students’ diverse needs. The present study investigated educators’ knowledge and confidence about teaching students with exceptionalities. Both elementary and secondary in-service teachers participated in this study. 95 teachers completed an online questionnaire that asked about their knowledge, ability to teach, and experience working with students with exceptionalities. Results suggest that teachers are less confident in their abilities to work with students who are deaf/Hard of Hearing and blind/low vision, while they feel most confident in teaching students with learning disabilities and behavioural exceptionalities. Despite reporting high knowledge about students with behavioural exceptionalities, teachers expressed a need for more support when working with these students. Teachers also reported greater confidence in assessing students’ strengths than their needs and in implementing accommodations rather than modifications. They also felt most confident supporting skills related to writing, reading, organization, and time management, but less confident in areas such as memory, executive functioning, and fine motor skills. The findings of this study highlight the challenges that teachers face and the strategies they rely on when teaching students with exceptionalities. By identifying these barriers and facilitators, this research offers valuable insights to improve teacher training programs and professional development. Ultimately, these insights can contribute to enhancing educational outcomes for all students.

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