Evaluating the Effects of Integrating Cognitive Presence Strategies on Teacher Attitudes and Student Learning Outcomes in Special Education and Autism Classrooms

Abstract

The objective of this research is to assess the impact of incorporating cognitive presence (CP) techniques on the attitudes of teachers and the academic achievements of students in classrooms catering to special education and autism. The study employed both descriptive and inferential statistics to examine the pre- and post-test scores and teacher surveys. Additionally, the qualitative data gathered through interviews with teachers was subjected to thematic analysis. The findings of the study suggest that the incorporation of CP strategies can yield favorable effects on the attitudes of educators as well as the academic achievements of pupils. The educators expressed favorable dispositions towards CP techniques and believed that they were efficacious in enhancing student involvement and academic achievement. The study observed a noteworthy enhancement in the academic achievements of students, as evaluated through their pre- and post-assessment scores. The qualitative data revealed several themes, including the necessity of a pedagogical transition towards student-centered learning, personalized assistance for students with exceptional requirements, and continuous professional development and support for educators. The results indicate that the incorporation of CP techniques can serve as a viable method for enhancing the quality of classroom settings for students with special needs and those diagnosed with autism. It is important to take into account certain constraints, such as a limited sample size and potential biases in the gathering of data.