Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed-methods study

2018 ◽  
Vol 18 (4) ◽  
pp. 278-288 ◽  
Author(s):  
Ahmed Hassan Hemdan Mohamed
Keyword(s):  
Special Education ◽  
Mixed Methods ◽  
Special Education Teachers ◽  
Inclusive Classrooms ◽  
Mixed Methods Study

EXPERIENCES, FRUSTRATIONS, AND BARRIERS, OF IPAD USAGE IN THE SPECIAL EDUCATION: LIFE SKILLS CLASSROOM FROM EDUCATORS PERSPECTIVE

2018 ◽  
pp. 61-67
Author(s):  
D. J. Sullivan ◽  
S. Labby ◽  
A. Koptelov ◽  
S. L. Sullivan
Keyword(s):  
Special Education ◽  
Mixed Methods ◽  
Communication Systems ◽  
Life Skills ◽  
Mixed Methods Study ◽  
Educational Tool ◽  
Special Educator ◽  
Communications Systems ◽  
Communication Device ◽  
Communication Devices

The purpose of this mixed methods study was to determine the barriers that special educator teachers encounter when using iPads within the Life Skills classroom. The research investigates the experiences, frustrations, and barriers through educators’ perceptions of iPad implementation. The influence of these issues suggests why iPad usage is not a device that special education classrooms are using in a widespread daily manner. Exploration of iPads as an educational tool and as a communication device is also discussed, along with considerations of other communications systems such as Picture Exchange Communication Systems and Alternative and Augmented Communication Devices is considered. Recommendations for further possible research are also discussed.

Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction

2016 ◽  
Vol 41 (1) ◽  
pp. 7-23 ◽  
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl Poch ◽  
Mary M. Murray
Keyword(s):  
Special Education ◽  
Mixed Methods ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Research Design ◽  
Special Education Teachers ◽  
Online Survey ◽  
Special Educators ◽  
Visual Representations ◽  
K 12

The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators’ instruction.

Principals’ Perceptions of Needs in Hispanic Special Education

2016 ◽  
Vol 16 (1) ◽  
pp. 43-60
Author(s):  
Maria B. Roberts ◽  
Federico Guerra
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Mixed Methods Study ◽  
Section 504 ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Predominantly Hispanic ◽  
Adequate Knowledge ◽  
Special Education Laws ◽  
Principals Perceptions

This mixed methods study used a survey by Frost and Kersten to answer the following questions: (a) Do principals of predominantly Hispanic schools perceive themselves as having adequate knowledge in special education? (b) Which areas are these principals most involved in with special education teachers? (c) What suggestions do these principals have for principal preparation programs? Their most frequent recommendation was instruction in the area of special education laws, Section 504, and Response to Intervention.

scholarly journals What Makes Teachers Well?

2020 ◽  
Vol 9 (2) ◽  
pp. 233-257
Author(s):  
Harriet B. Fox ◽  
Elizabeth D. Tuckwiller ◽  
Elisabeth L. Kutscher ◽  
Heather L. Walter
Keyword(s):  
Special Education ◽  
Mixed Methods ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Well Being ◽  
Shared Values ◽  
School Building ◽  
Subjective Experiences ◽  
Mixed Methods Approach ◽  
School Year

Using a longitudinal convergent-mixed-methods approach, researchers explored how secondary special education teachers understand and experience well-being in their work as educators. Researchers were interested in how teachers’ reported levels of well-being, as well as interpretations of well-being, shifted over the course of the school year. Evidence from this study suggests that teachers’ subjective experiences matter, but the contexts in which they teach can shift their experiences, which may be connected to overall well-being. Simply reducing stressors and/or burnout will not necessarily result in improved well-being for teachers. School-wide efforts to improve relationships within the school building, providing space for teacher leadership, explicitly naming shared values, and recognizing the emotional calendar of the school year may facilitate teachers’ well-being.

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