Developing a Cognitive Presence Framework for Inclusive Teaching: A Professional Development Training for K-12 Teachers of Special Education and Autism

Abstract

The objective of this research was to construct a framework for cognitive presence in the context of inclusive teaching and to furnish a training program for K-12 educators specializing in special education and autism. The research employed a mixed-methods methodology, encompassing quantitative and qualitative techniques for gathering and analyzing data. The efficacy of the cognitive presence framework in fostering critical thinking and meaningful online discussions has been established, and its applicability to diverse educational settings has been demonstrated. The study revealed that the professional development training program had a positive impact on the attitudes towards inclusive teaching practices. The participants reported an enhanced comprehension of inclusive teaching practices and practical approaches to assist diverse learners in their classrooms. The research results offer significant perspectives on the advantages of creating a cognitive presence model and delivering professional development instruction to K-12 educators who specialize in special education and autism. Additionally, the findings underscore the significance of fostering critical thinking and inclusive pedagogical approaches to cater to the requirements of heterogeneous learners in the educational setting. Notwithstanding, the limited sample size of the study and the utilization of self-reported measures constrain the applicability of the results. Consequently, additional research is required to assess the efficacy of these interventions in diverse settings.