Special Education Teachers' Perceptions of Video Modeling for Enhancing Cognitive Skills in Students with Intellectual Disabilities: Evidence from Faisalabad, Pakistan
DOI:
https://doi.org/10.55737/trt/v-viii.392Keywords:
Video Modeling, Intellectual Disability, Special Education Teachers, Cognitive Skills, Teacher Perceptions, PakistanAbstract
Video modeling is a well-established evidence-based practice for teaching skills to learners with intellectual disability, yet most evidence derives from well-resourced Western settings, and little is known about how teachers perceive it in low-resource contexts. This descriptive cross-sectional survey examined the perceptions of 50 special education teachers in Faisalabad, Pakistan, using a validated 20-item questionnaire organised into four subscales. All items were endorsed above the scale midpoint, with traditional video modeling rated highest for gaining attention. Crucially, perceived benefits and perceived barriers were endorsed at almost equal strength, differing by only 0.124 scale points. Apparent differences by qualification disappeared once response style was controlled, and barrier perception did not vary by sector. Findings suggest that the principal constraint on adoption is structural rather than attitudinal, implying that resourcing, not persuasion, is the more effective lever for supporting implementation.
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