PREPAREDNESS OF PRE-SERVICE SPECIAL EDUCATORS TO PROMOTE RESILIENCE AMONG SECONDARY STUDENTS WITH DEVELOPMENTAL DISABILITIES
Abstract
The preparedness of pre-service special educators to promote resilience among secondary students with developmental disabilities forms a critical pillar of inclusive education. Resilience functions as a protective factor that enables learners with developmental challenges to adapt positively to academic, emotional, and social stressors during adolescence.
This descriptive survey study assessed the knowledge, attitudes, and readiness of pre-service special educators in fostering resilience among secondary students with developmental disabilities. Data were collected through a structured 25-item questionnaire covering three domains—knowledge, attitudes, and classroom practices—validated by experts in special education and psychology. Using purposive sampling, a total of 100 pre-service teacher trainees were selected from recognized institutions offering various Special Education programs such as Diploma, B.Ed, M.Ed etc. across Delhi-NCR. Participants represented multiple disability specializations, including Intellectual Disability, Specific Learning Disability, and Autism Spectrum Disorder. Ethical clearance was obtained from the Amity Institute of Rehabilitation Sciences, and informed consent was secured from all respondents.
Findings revealed that most of the participants demonstrated average level of theoretical understanding of resilience-building, while only some of them showed adequate preparedness to apply resilience-focused interventions in classrooms. The study concludes that integrating experiential learning, peer mentoring, and mental health modules into pre-service training is essential to enhance educator preparedness and strengthen resilience-supportive practices among learners with developmental disabilities.
Introduction
Inclusive education emphasizes equal opportunities for all learners, regardless of their physical, emotional, or cognitive differences. Within this framework, resilience serves as a cornerstone of student success, particularly for those with developmental disabilities who face heightened academic and social challenges. Resilience refers to the ability to recover from adversity and adapt positively despite difficulties (Herz, 2013). For students with developmental disabilities, this quality is vital for navigating the stressors of adolescence and academic life.
Pre-service special educators play a decisive role in fostering resilience among such learners. Their preparedness—encompassing knowledge, attitudes, and practical skills—determines how effectively they can create supportive, adaptive classroom environments. The preparedness of these educators not only influences students’ academic outcomes but also affects their emotional well-being, social competence, and ability to cope with setbacks (Gray et al., 2024).
However, despite growing recognition of resilience as a developmental and educational construct, many teacher preparation programs in India still lack structured training modules dedicated to resilience-building. The present study seeks to assess the preparedness of pre-service special educators in promoting resilience among secondary students with developmental disabilities, thereby identifying strengths, gaps, and areas for curricular enhancement.
Methods
Design of the Study : The present research adopted a descriptive survey design to assess the preparedness of pre-service special educators in promoting resilience among secondary students with developmental disabilities. The study focused on identifying levels of knowledge, attitudes, and readiness among trainees, as well as comparing these variables based on demographic factors.
Sample and Sampling Procedure : A total of 100 pre-service special educators enrolled in various Special Education programs across RCI` recognized institutions of Delhi-NCR were selected using purposive sampling. Participants represented different disability specializations such as Intellectual Disability, Specific Learning Disability, and Autism Spectrum Disorder, etc. The sample included both male and female teacher trainees from government and private institutions.
Tool Used : A structured questionnaire titled Preparedness of Pre-Service Special Educators to Promote Resilience Scale was developed under expert guidance. The instrument consisted of Part A, which recorded demographic details (gender, age, institution type, program type, and year of study), and Part B, which contained 25 statements related to knowledge, attitude, and classroom preparedness in resilience promotion. Each item was rated on a five-point Likert scale ranging from Strongly Agree (4) to Strongly Disagree (0).
The initial 30-item draft was refined after expert validation by faculty members from the Amity Institute of Rehabilitation Sciences. The validated version demonstrated adequate content relevance and internal consistency.
Scoring : The scoring was done in a way where each closed ended statement had 5 responses. The responses were Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree. The scoring for the statements was Strongly Agree-5, Agree- 4, Neutral- 3, Disagree- 2 and Strongly Agree-1
Procedure of Data Collection: Prior to data collection, ethical clearance was obtained from the Amity Institute of Rehabilitation Sciences. Participants were informed about the purpose of the study, assured of confidentiality, and asked to provide informed consent. The questionnaire was distributed both online and offline to students enrolled in special education programs across Delhi-NCR. Completed responses were screened and compiled for analysis.
Results
The collected data were coded, tabulated, and analyzed using both descriptive and inferential statistics through SPSS (Statistical Package for the Social Sciences). The analysis focused on two major dimensions—
(a) the overall level of knowledge and preparedness of pre-service special educators, and
(b) comparison of preparedness levels across background variables, including gender, age, institution type, type of programme, and year of study.
The descriptive analysis aimed to determine the overall preparedness of pre-service special educators in promoting resilience among secondary students with developmental disabilities. Each respondent’s total score was computed from the 25-item questionnaire, with higher scores indicating greater preparedness.
The mean score of 65.51 falls within the average range, indicating that overall, pre-service special educators exhibit a moderate level of preparedness. This suggests that while participants possess basic conceptual knowledge about resilience, their ability to translate this knowledge into effective classroom practices remains limited.
To explore whether demographic and academic background variables influenced preparedness, inferential statistics such as t-tests (for two-group comparisons) and ANOVA (for multiple group comparisons) were employed.
For the present study, total 100 pre-service educators have been selected from various colleges and institutions of Delhi NCR. This sample is further divided into different variables.
Out of 100 pre-service educators, 25.7% male came out in survey and 74.3% female were identified in the survey responses. It means total number of males are 26 out of 100 pre-service educators and total number of females are 74 out of 100 pre-service educators.
During survey there were two types of institutions were taken. Out of 100 pre-service educators, 96% are from private organization and 4% are from government institutions. The sample of the survey based on the types of institution.
The total numbers of pre-service educators are 100. From the survey data the mean was calculated for pre-service special educators is 65.51 from the maximum 160. So it has shown that 68.23 % pre-service special educators exhibit a moderate level of preparedness. This suggests that while participants possess basic conceptual knowledge about resilience, their ability to translate this knowledge into effective classroom practices remains limited.
The pre-service special educators were divided into two groups—male and female—to compare their level of knowledge about resilience and its importance for students with developmental disabilities. The mean score of male participants was 62.65 with a standard deviation of 12.87, while female participants had a mean score of 66.51 with a standard deviation of 13.33. The calculated t-value (1.28) is less than the critical value at the 0.05 level of significance, indicating that the difference between the two groups is not significant.
Hence, the formulated hypothesis is accepted, showing that there is no significant difference in the level of knowledge of pre-service special educators based on gender. This implies that both male and female teacher trainees possess a similar understanding of resilience and demonstrate comparable preparedness to promote it among students with developmental disabilities.
The pre-service special educators were categorized into two groups based on institution type—Private and Government. Group 1 comprised 97 participants from private institutions with a mean score of 65.53 and a standard deviation of 13.40, while Group 2 included 3 participants from government institutions with a mean score of 64.66 and a standard deviation of 8.33. The calculated t-value (0.11) is less than the critical value at the 0.05 level of significance, indicating that the difference between the two groups is not significant.
Hence, the hypothesis is accepted, confirming that there is no significant difference in the level of preparedness of pre-service special educators to promote resilience among secondary students with developmental disabilities based on institution type. This implies that both government and private institutions provide similar training exposure and knowledge regarding resilience-building practices.
The pre-service special educators were divided into three age groups to compare their level of knowledge about resilience and its importance for students with developmental disabilities. The ANOVA results show an F-value of 1.32, which is less than the critical value (F₍crit₎ = 3.09) at the 0.05 level of significance. The p-value (0.27) is greater than 0.05, indicating that the difference among the groups is not significant.
Hence, the hypothesis is accepted, showing that there is no significant difference in the level of knowledge of pre-service special educators based on age. This suggests that preparedness and understanding of resilience remain consistent across different age groups.
The pre-service special educators were divided into six groups according to their type of programme (Diploma, B.Ed., M.Ed., etc.) to compare their level of knowledge about resilience and its importance for students with developmental disabilities. The obtained F-value is 4.96, which is greater than the critical value (F₍crit₎ = 2.31) at the 0.05 level of significance. The p-value (0.0004) is less than 0.05, indicating a statistically significant difference among the groups.
Hence, the formulated hypothesis is rejected, confirming that there is a significant difference in the level of knowledge of pre-service special educators based on their type of programme. This suggests that trainees enrolled in higher-level programs such as B.Ed. and M.Ed. possess greater conceptual understanding and preparedness to promote resilience compared to those in shorter or foundational programs.
The pre-service special educators were divided into four groups according to their year of study to compare their level of knowledge about resilience and its importance for students with developmental disabilities. The obtained F-value (1.85) is less than the critical value (F₍crit₎ = 2.46) at the 0.05 level of significance, and the p-value (0.12) is greater than 0.05.
Hence, the difference among the mean scores of the groups is not significant. The hypothesis is therefore accepted, indicating that the year of study does not significantly affect the level of knowledge of pre-service special educators. This suggests that preparedness related to resilience remains consistent across different stages of teacher training.
Conclusion
The study concludes that pre-service special educators possess an average level of knowledge and preparedness to promote resilience among secondary students with developmental disabilities. Although awareness of the concept exists, gaps remain in practical application and training. The results underscore the importance of integrating structured, resilience-focused modules within teacher education curricula.
The lack of significant differences across most background variables indicates that deficiencies are systemic rather than demographic. However, the influence of program type suggests that comprehensive courses at higher levels are more effective in building preparedness.
Overall, enhancing pre-service training through experiential learning, peer mentoring, counseling integration, and mental health education can foster both teacher and student resilience—aligning with the inclusive vision of NEP 2020.
References
Gray, K., Marlotte, L., Aralis, H., Kaufman, J., Kataoka, S., Venegas-Murillo, A. L., Lester, P., Escudero, P., & Ijadi-Maghsoodi, R. (2024). Understanding and addressing the needs of students in special education through a trauma-informed resilience curriculum. Social Work in Public Health, 1–17. https://doi.org/10.1080/19371918.2024.2316866
Lombardo-Graves, M. M. (2017). Building resiliency: Introducing the pre-service special educator efficacy scale. Issues in Educational Research, 27(4), 803-821.
Yada, A., Björn, P. M., Savolainen, P., Kyttälä, M., Aro, M., & Savolainen, H. (2021). Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland. Teaching and teacher education, 105, 103398.