Identification of Stressors and Coping Strategies of ESL/Bilingual, Special Education, and Regular Education Teachers

1996 ◽  
Vol 80 (2) ◽  
pp. 141-150 ◽  
Author(s):  
PAUL MARKHAM ◽  
SAMUEL B. GREEN ◽  
MARGARET E. ROSS
Keyword(s):  
Special Education ◽  
Coping Strategies ◽  
Regular Education ◽  
Regular Education Teachers ◽  
Bilingual Special Education ◽  
And Coping

scholarly journals Exploring the K-5 special education referral process in one Midwest suburban school district

2017 ◽  
Author(s):  
◽  
Jake W. Boswell
Keyword(s):  
Special Education ◽  
School District ◽  
School Environment ◽  
Regular Education ◽  
Evaluation Process ◽  
Referral Process ◽  
Regular Education Teachers ◽  
Special Education Referral ◽  
Suburban School District ◽  
Referrals For Special Education

Studies have shown referrals for special education evaluations and the evaluation process itself is marred by teacher subjectivity and a lack of quantitative data (Dunn, 2006; Mamlin and Harris, 1998; and Ysseldyke et al.,1982). Consequently, this behavior leads to over identification of students from minority cultures due to their struggle to assimilate into the school environment (Deninger, 2008; Klingner and Harry, 2006; Parette, 2005; Poon-McBrayer and Garcia, 1994; Skiba et al., 2008; Wehmeyer and Schwartz, 2001). This study seeks to better understand the special education referral process in one Midwestern school district. Specifically, this qualitative study employed focus groups, interviews, and artifact collection to engage K-5 regular education teachers in conversations about common behaviors that prompt a referral for special education evaluation. The research was conducted in three elementary schools in a metropolitan school district.

Functional Criteria in Basic Math Skill Proficiency

1978 ◽  
Vol 2 (2) ◽  
pp. 28-36 ◽  
Author(s):  
Stillman Wood ◽  
Linda Burke ◽  
Harold Kunzelmann ◽  
Carl Koenig
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Regular Education ◽  
Basic Skill ◽  
Regular Education Teachers ◽  
Math Skills ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
Mathematical Skills ◽  
Education Plans

Proficiency standards for thirty-nine critical math skills were developed based on the performance of 49 adults whose chosen careers required mathematical skills. These standards will help regular education teachers write and meet basic skill objectives. Also, special education teachers can use these standards in individualized education plans and to improve mainstreaming efforts.

Stress and Coping Strategies in Parents of Children with Physical, Mental, and Hearing Disabilities in Jordan

2016 ◽  
Vol 8 (1) ◽  
pp. 1 ◽  
Author(s):  
Joseph Awwad Bawalsah
Keyword(s):  
Special Education ◽  
Coping Strategies ◽  
Parental Stress ◽  
Children With Disabilities ◽  
Stress And Coping ◽  
The Other ◽  
Arabic Translation ◽  
Stress Scale ◽  
Engagement Strategies ◽  
And Coping

<p>This research aimed to investigate levels of stress in parents of children with disabilities in<br />Jordan, and coping strategies they used to handle these stresses. An Arabic translation of<br />Parental Stress Scale (Berry, &amp; Jones, 1995) and Coping Strategies Inventory (Tobin, et al.,<br />1989) were used on a sample of 134 parents of children with physical, mental, and hearing<br />disabilities enrolled in diurnal special education centers. The results indicted high levels of<br />stress experienced by parents of children with disabilities; Parents of children with physical<br />disability tend to have the highest levels of stress, while parents of children with hearing<br />impairment have the lowest levels of stress. The results also showed that engagement coping<br />strategies were frequently more used in parents, with preference to use problem focused<br />engagement strategies more than emotion focused engagement strategies. In the other hand,<br />fathers of children with disabilities preferred to use engagement strategies more likely than<br />mothers who preferred disengagement strategies. And finally, the results indicated high<br />positive and significant correlation and acceptable predictable relation between levels of<br />stress and coping strategies.</p>

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