Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany

2021 ◽  
pp. 55-69
Author(s):  
Phillip Neumann ◽  
Birgit Lütje-Klose
Keyword(s):  
Special Educators ◽  
Inclusive Schools

Training, Supervising, and Supporting Students With Emotional–Behavioral Disorders as Cross-Age Tutors

2021 ◽  
pp. 105345122110148
Author(s):  
Gavin W. Watts ◽  
John W. McKenna
Keyword(s):  
Behavioral Disorders ◽  
Special Educators ◽  
Skills Training ◽  
Instructional Delivery ◽  
Behavioral Skills ◽  
Intervention Models ◽  
Effective Interventions ◽  
Effective Procedures ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) are frequently on the receiving end of intervention models (e.g., social skills training) in which targeted skills are modeled and practiced in unnatural arrangements (i.e., teacher-lead). Special educators consistently report a need for effective interventions and instructional arrangements that promote social-behavioral skills of students with EBD in natural learning environments (i.e., with peers). When students with EBD are provided the opportunity to serve in the role of tutor (i.e., on the instructional delivery end of the model), increases in academic and behavioral skills have been found for both tutors and tutees. This article provides an overview of effective procedures and considerations for training, supervising, and supporting students with EBD as cross-age tutors.

Especially for Special Educators

1976 ◽  
Vol 42 (5) ◽  
pp. 244-252 ◽  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Research ◽  
Special Educators ◽  
Exceptional Children ◽  
Teacher Education Research

Thirty special educators, some of whom have worked in the field for over 50 years, were interviewed by telephone. Each was asked to identify milestone events and pioneers in special education and to describe the development and role of teacher education, research, and The Council for Exceptional Children over the years. Crucial issues and needs in the field today were identified by the group and their responses were synthesized into the first of a series of articles celebrating the Bicentennial.

Understanding the Role of Culture in Developing Inclusive Schools: A Case Study from Cyprus

2012 ◽  
Vol 22 (1) ◽  
pp. 186-209 ◽  
Author(s):  
Panayiotis Angelides ◽  
Eleni Antoniou
Keyword(s):  
Inclusive Education ◽  
Educational Opportunities ◽  
Educational Systems ◽  
Ministry Of Education ◽  
Inclusive Practices ◽  
School Cultures ◽  
Inclusive Schools ◽  
Equal Educational Opportunities

Over the last few years, there has been considerable debate regarding the ways in which the different educational systems in the world should develop more inclusive practices in their schools. An important aspect of this discussion revolves around the question of what schools can do to become more inclusive in terms of maximizing the participation of all children in their cultures, curricula, and communities. The Cyprus educational system, in responding to international developments, has made certain efforts to provide equal educational opportunities. These initiatives are undertaken centrally by the Ministry of Education and Culture without paying much attention to individual schools, their cultures, and the relations between schools and their communities. Given these efforts, this study examined how school cultures influence the development of inclusive practices, using case study in a rural primary school in Cyprus with 115 students, and through the analysis of our data, we spotted certain elements of the school's culture that contributed to the success of inclusive education. The provided examples, as well as the way that the leaders led the school under investigation toward an inclusive culture, might be helpful for educators in other contexts who struggle to develop inclusive schools.

Inservice Education for Special Education Resource Teachers

1990 ◽  
Vol 13 (2) ◽  
pp. 39-45
Author(s):  
Mary-Helen Martens
Keyword(s):  
Special Education ◽  
Primary Schools ◽  
Special Educators ◽  
List Type ◽  
Full Time ◽  
Special Educator ◽  
Resource Teachers ◽  
Regular School ◽  
Education Resource

The Professional Development for Special Educators program was first developed in 1986 as a response to a need within the Archdiocese of Canberra-Goulburn. At that time the Archdiocese employed approximately 40 full-time and/or parttime Special Education Resource Teachers to work in regular primary schools. In the preceding years the following had become apparent: •the nature of the role of the special educator in the regular school was changing;•the expectations of the special educator, held by classroom teachers and principals, were diverse and at times unclear;•the special educator was often unsure of his/her role and of how best to respond to the needs within the school;•the level of expertise and experience of the special educators varied greatly.

The Role of Special Educators in a Multitiered Instructional System

2008 ◽  
Vol 43 (4) ◽  
pp. 195-202 ◽  
Author(s):  
John J. Hoover ◽  
James R. Patton
Keyword(s):  
Special Educators ◽  
Instructional System

scholarly journals PEER ACCEPTANCE, AND PERCEPTION OF ACCEPTANCE OF STUDENTS WITH VISUAL IMPAIRMENTS IN AN INCLUSIVE SETTING IN GHANA / ACCEPTATION PAR LES PAIRS, ET PERCEPTION DE L'ACCEPTATION DES ÉLÈVES DÉFICIENTS VISUELS DANS UN ENVIRONNEMENT INCLUSIF AU GHANA

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Alexander Gariba ◽  
Adam Awini
Keyword(s):  
Special Educators ◽  
Peer Acceptance ◽  
Visual Impairments ◽  
Resource Teachers ◽  
Case Study Design ◽  
Inclusive Schools ◽  
The Disabled ◽  
Personnes Handicapées ◽  
Participation Sociale

<p>This study explored the level of peer acceptance of students with visual impairments and their perception of acceptance by their sighted peers in an inclusive setting in Ghana using the case study design. Twenty students with visual impairments and two resource teachers were sampled based on census sampling for the study. Interview data were coded and analysed using the thematic approach. The study indicated that students with visual impairments were accepted by their sighted peers, more especially, based on their social skills and academic prowess. The study further revealed that students with visual impairments have a positive perception about their social participation in the school. Although the students were fairly satisfied about their participation, they expressed their frustration on how some teachers’ instructions excluded them in class. It was recommended among others in the study that teachers in inclusive schools should organise more counselling or sensitisation programmes for all students to educate them on issues of disabilities and how to ensure friendly relationships between students with and those without disabilities. This would promote better acceptance of the disabled by those without disabilities. Resource persons who are special educators are also encouraged to periodically sensitize teachers on classroom instructions.</p><p> </p><p>Cette étude a exploré le niveau d'acceptation par les pairs des étudiants ayant de déficiences visuelles et leur perception de l'acceptation par leurs pairs voyants dans un environnement inclusif au Ghana, en utilisant la conception d'étude de cas. Vingt étudiants ayant de déficiences visuelles et deux enseignants-ressources ont été sélectionnés sur la base d'un échantillonnage de recensement pour l'étude. Les données issues de l’entretien ont été codées et analysées à l'aide de l'approche thématique. L'étude indique que les étudiants malvoyants sont acceptés par leurs pairs voyants, plus particulièrement en raison de leurs compétences sociales et de leurs prouesses scolaires. L'étude a également révélé que les étudiants ayant de déficiences visuelles ont une perception positive par rapport à leur participation sociale à l'école. Bien que les étudiants soient assez satisfaits de leur participation, ils ont exprimé leur frustration sur la façon dont certains enseignants les excluent au cours de l’enseignement en classe. L'étude recommande, entre autres, que les enseignants des écoles inclusives organisent davantage de programmes de conseil ou de sensibilisation pour tous les élèves afin de les éduquer sur les questions de handicap et sur la manière d'assurer des relations amicales entre les élèves handicapés et non handicapés. Cela favoriserait l'acceptation des personnes handicapées par les personnes non handicapées. Les personnes ressources qui sont des éducateurs spécialisés sont également encouragées à sensibiliser périodiquement les enseignants sur l’enseignement en classe.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

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