PREPAREDNESS OF PRE-SERVICE SPECIAL EDUCATORS TO PROMOTE RESILIENCE AMONG SECONDARY STUDENTS WITH DEVELOPMENTAL DISABILITIES

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.