Educators' Knowledge and Confidence about Teaching Students with Exceptionalities
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.