Media as a Response to Intervention Tool: Awareness Campaigns and Social Stigma Surrounding Children with Special Needs

Abstract

Aim of the Study: This study examined media-based awareness campaigns as a Response to Intervention (RTI)/Multi-Tiered System of Supports (MTSS) tool for reducing social stigma surrounding children with special needs.

Methodology: Using quantitative cross-sectional survey design, data were collected from 150 teachers working in inclusive school settings. A 40-item structured questionnaire measured media exposure, awareness/knowledge, perceived usefulness of media as RTI/MTSS support, inclusive practices, and stigma-related attitudes. Descriptive results indicated moderate media exposure and moderate-to-high awareness, while stigma remained at a moderate level. Independent-samples t-tests showed that trained teachers reported significantly higher awareness, and public-school teachers reported significantly higher stigma than private-school teachers.

Findings: One-way ANOVA revealed that awareness differed significantly by teaching experience, with higher awareness among teachers with 16+ years of experience. Correlation and regression analyses demonstrated that awareness was strongly associated with lower stigma and fully mediated the relationship between media exposure and stigma. Findings suggest that media campaigns are more effective when they produce measurable learning and are reinforced through school-based support and teacher training.

Conclusion: The study concluded that media exposure alone is insufficient to reduce stigma toward children with special needs; meaningful stigma reduction depends on awareness, accurate knowledge, stereotype correction, and consistent inclusive practices within schools.