When Social Workers Meet Special Education Teachers: Action Research to Implement Curricular Changes in Taiwanese Special Education Systems

2011 ◽  
Vol 25 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Yao-Jen Chang ◽  
Frank Tsen-Yung Wang ◽  
Shu-Fang Chen ◽  
Ming-Yang Lee ◽  
Ya-Shu Kang
Keyword(s):  
Special Education ◽  
Action Research ◽  
Social Workers ◽  
Special Education Teachers ◽  
Education Systems

scholarly journals Trends in work disability with mental diagnoses among social workers in Finland and Sweden in 2005–2012

2016 ◽  
Vol 26 (6) ◽  
pp. 644-654 ◽  
Author(s):  
O. Rantonen ◽  
K. Alexanderson ◽  
J. Pentti ◽  
L. Kjeldgård ◽  
J. Hämäläinen ◽  
...  
Keyword(s):  
Special Education ◽  
Social Work ◽  
Social Workers ◽  
Special Education Teachers ◽  
Human Service ◽  
Work Disability ◽  
Preschool Teachers ◽  
Related Disorder ◽  
Final Model ◽  
Human Service Professionals

AimsSocial workers report high levels of stress and have an increased risk for hospitalisation with mental diagnoses. However, it is not known whether the risk of work disability with mental diagnoses is higher among social workers compared with other human service professionals. We analysed trends in work disability (sickness absence and disability pension) with mental diagnoses and return to work (RTW) in 2005–2012 among social workers in Finland and Sweden, comparing with such trends in preschool teachers, special education teachers and psychologists.MethodsRecords of work disability (>14 days) with mental diagnoses (ICD-10 codes F00–F99) from nationwide health registers were linked to two prospective cohort projects: the Finnish Public Sector study, years 2005–2011 and the Insurance Medicine All Sweden database, years 2005–2012. The Finnish sample comprised 4849 employees and the Swedish 119 219 employees covering four occupations: social workers (Finland 1155/Sweden 23 704), preschool teachers (2419/74 785), special education teachers (832/14 004) and psychologists (443/6726). The reference occupations were comparable regarding educational level. Risk of work disability was analysed with negative binomial regression and RTW with Cox proportional hazards.ResultsSocial workers in Finland and Sweden had a higher risk of work disability with mental diagnoses compared with preschool teachers and special education teachers (rate ratios (RR) 1.43–1.91), after adjustment for age and sex. In Sweden, but not in Finland, social workers also had higher work disability risk than psychologists (RR 1.52; 95% confidence interval 1.28–1.81). In Sweden, in the final model special education teachers had a 9% higher probability RTW than social workers. In Sweden, in the final model the risks for work disability with depression diagnoses and stress-related disorder diagnoses were similar to the risk with all mental diagnoses (RR 1.40–1.77), and the probability of RTW was 6% higher in preschool teachers after work disability with depression diagnoses and 9% higher in special education teachers after work disability with stress-related disorder diagnoses compared with social workers.ConclusionSocial workers appear to be at a greater risk of work disability with mental diagnoses compared with other human service professionals in Finland and Sweden. It remains to be studied whether the higher risk is due to selection of vulnerable employees to social work or the effect of work-related stress in social work. Further studies should focus on these mechanisms and the risk of work disability with mental diagnoses among human service professionals.

scholarly journals The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research

2019 ◽  
Author(s):  
Mehmet Küçükgöz ◽  
Gokmen Dagli ◽  
Fahriye Altınay Aksay ◽  
Yusuf Budak
Keyword(s):  
Special Education ◽  
Action Research ◽  
Research Design ◽  
Special Education Teachers ◽  
Working Group ◽  
School Principals ◽  
Job Burnout ◽  
Paternalistic Leadership ◽  
The Relationship ◽  
State Schools

<p><b>The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research</b></p><pre>The aim of this study is to identify the extent of relationship between teachers’ evaluations concerning school principals’ paternalistic leadership level and teachers’ job burnout level and also to identify the underlying reasons and sources for this relationship. 192 school principals and 192 teachers, who work in state schools incorporating special education classes in two counties of a city of Turkey, have joined in quantitative dimension of this study carried through the action research paradigm and a research design like convergent parallel design. T-test, anova and inductive content analyses have been carried through collected data by favor of two likert scale for quantitative dimension and a semi-structured questions set for qualitative dimension. As a result of analyses, it is revealed that the more administrators’ paternalistic leadership level increases the less teachers’ job burnout level decreases reasonably and qualitative findings are explicit confirmations of quantitative findings. </pre><pre>This study has been carried out by a research design like the mixed method consisting of quantitative and qualitative data collection along with analysis processes. The working group of this study is totally consisted of 217 participants of whom are 25 school principals’ s </pre><pre>and 192 special education teachers, who work in state schools under the Ministry of National Education (MEB) incorporating special education classes in two counties of a city of Turkey. Whereas the research’s quantitative size constitutes all the special education teachers in the working group, its qualitative size constitutes 25 special education teachers and 25 school principals. Because of the fact that there are 12 counties in the city the research made and consequently the process of selecting just two counties in quantitative size has been made by simple random sampling method.</pre>

scholarly journals The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research

2019 ◽  
Author(s):  
Mehmet Küçükgöz ◽  
Gokmen Dagli ◽  
Fahriye Altınay Aksay ◽  
Yusuf Budak
Keyword(s):  
Special Education ◽  
Action Research ◽  
Research Design ◽  
Special Education Teachers ◽  
Working Group ◽  
School Principals ◽  
Job Burnout ◽  
Paternalistic Leadership ◽  
The Relationship ◽  
State Schools

<p><b>The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research</b></p><pre>The aim of this study is to identify the extent of relationship between teachers’ evaluations concerning school principals’ paternalistic leadership level and teachers’ job burnout level and also to identify the underlying reasons and sources for this relationship. 192 school principals and 192 teachers, who work in state schools incorporating special education classes in two counties of a city of Turkey, have joined in quantitative dimension of this study carried through the action research paradigm and a research design like convergent parallel design. T-test, anova and inductive content analyses have been carried through collected data by favor of two likert scale for quantitative dimension and a semi-structured questions set for qualitative dimension. As a result of analyses, it is revealed that the more administrators’ paternalistic leadership level increases the less teachers’ job burnout level decreases reasonably and qualitative findings are explicit confirmations of quantitative findings. </pre><pre>This study has been carried out by a research design like the mixed method consisting of quantitative and qualitative data collection along with analysis processes. The working group of this study is totally consisted of 217 participants of whom are 25 school principals’ s </pre><pre>and 192 special education teachers, who work in state schools under the Ministry of National Education (MEB) incorporating special education classes in two counties of a city of Turkey. Whereas the research’s quantitative size constitutes all the special education teachers in the working group, its qualitative size constitutes 25 special education teachers and 25 school principals. Because of the fact that there are 12 counties in the city the research made and consequently the process of selecting just two counties in quantitative size has been made by simple random sampling method.</pre>

The Pediatric Years

PEDIATRICS ◽  
1956 ◽  
Vol 17 (6) ◽  
pp. 973-973
Author(s):  
ARTHUR J. LESSER
Keyword(s):  
Special Education ◽  
Medical Care ◽  
Social Workers ◽  
Chronic Diseases ◽  
Special Education Teachers ◽  
Occupational Therapists ◽  
Rehabilitation Counselors ◽  
Health Educators ◽  
Health Supervision

One of the contributions of this book lies in the fact that it gives recognition to the increasing role of many professional nonmedical people working under medical direction in the health supervision and medical care of children. As more attention is being given to the chronic diseases and handicapping conditions of childhood, the contributions of physical and occupational therapists, nurses, nutritionists, medical social workers, special education teachers, rehabilitation counselors, health educators and others take on increasing importance.

Peranan dan Cabaran Guru-Guru Pendidikan Khas Membentuk Kemenjadian Murid-Murid Masalah Pendengaran dalam Abad ke 21

2018 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Siti Muhibah Hj Nor ◽  
Zetty Nurzuliana Rashed
Keyword(s):  
Special Education ◽  
Student Development ◽  
Special Education Teachers ◽  
Personal Development ◽  
Well Being ◽  
Academic Excellence ◽  
Hearing Impairments ◽  
Medical Expert ◽  
National Transformation

This article in a paper concept that discusses the roles and challenges faced by special education teachers in educating and enhancing hearing impaired students quality of life. This is consistent with the aspiration of the National Transformation 2050 (TN50) also focuses on student personal development to the future nation’s progress. In terms of student development, academic excellence in not the only main aims, but students must be educated holisticly to produce Malaysian citizens who are responsible; knowledgeable; have honourable manners, and be able to achieve personal well-being. Therefore, students with hearing impairments require special education system to suit their different necessities. Special education teachers should prepare themselves with various knowledge, expertise and skills to accomplish the national aspiration. In addition, cooperation, collaboration and support from parent, school management, medical expert and community are significantly required. Abstrak Artikel  ini  merupakan kertas konsep  yang akan  membincangkan  mengenai peranan dan cabaran guru-guru Pendidikan Khas  dalam  membentuk  kemenjadian  murid-murid  masalah  pendengaran.  Ia  selaras  dengan  kehendak  Tranformasi Nasional  2050  (TN50)  yang  memberi  fokus  untuk  melahirkan  kemenjadian  murid  sebagai  salah  satu  aspirasi  untuk memacu negara  di  masa  akan  datang.    Dalam  membentuk  kemenjadian  murid,  pencapaian  akademik  yang  cemerlang bukanlah  merupakan  fokus  utama  tetapi  murid  perlu  dididik  secara  holistik  untuk  melahirkan  warga  negara  Malaysia yang  bertanggungjawab,  berpengetahuan,  berakhlak  dan  mampu  mencapai  kesejahteraan  diri.  Dalam  aspek  ini  murid-murid  masalah pendengaran  memerlukan pendidikan  yang sesuai    mengikut tahap kemampuan  mereka.  Justeru guru-guru  Pendidikan  Khas  perlu  mempersiapkan  diri  dengan  pelbagai  pengetahuan,  kepakaran  dan  kemahiran  untuk mencapai  aspirasi  negara.  Selain  itu,  kerjasama,  kolaborasi  dan  sokongan  daripada  ibu  bapa,  pentadbir  sekolah,  pakar perubatan dan masyarakat amat diperlukan.

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