Special education teachers’ perception of video modeling

ABSTRACT EMMANUEL SEFAH SPECIAL EDUCATION TEACHERS’ PERCEPTION OF VIDEO MODELING

MAY 2023 The current study investigated special education teachers’ perception on video modeling (VM) intervention to improve the skills of students with disabilities using survey methodology. The study was conducted to determine if special education teacher characteristics (grade-level assignments, age, educational level, instructional setting, years of teaching, work location, and training influence their perception of VM, the differences in the perception of VM use among special education teachers who teach in elementary, middle, and high school, and the relationship between special education teachers’ training and their confidence in the use of VM. According to 235 special education teachers (K-12) who responded to the survey, 76.6% strongly agreed or agreed that using VM benefits students with disabilities. ANOVA results showed significant differences in the perception of VM based on years of teaching. Special Education teachers’ perception of VM significantly differed between teachers with 0 - 5 years of experience and teachers with 6 -10 years of experience. Special Education teachers with less experience were more likely to use VM. No significant differences were found in special education teachers’ perception of VM based on teachers’ grade-level assignments, age, educational level, instructional setting, years of teaching, work location, and training. Based on regression analysis special education teacher training of VM use positively correlates with their confidence in using VM. Findings may guide future research in implementing and training special education teachers to use VM to teach students with disabilities.