scholarly journals Teachers’ perceptions of students with Special Educational Needs in Two Western Districts of Bhutan

2020 ◽  
Vol 8 (12) ◽  
pp. 27
Author(s):  
Tshering Womling ◽  
Sonam Dhendup ◽  
Sherab Jatsho
Keyword(s):  
Professional Development ◽  
Teacher Collaboration ◽  
Online Survey ◽  
Educational Needs ◽  
Good Thing ◽  
Special Educational Needs ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Perceptions Of Students ◽  
And Training

The present study examined Bhutanese teachers’ general perceptions, challenges towards special educational needs (SEN) students, and professional development (PD) and training attended by teachers with their levels of stress. A total of 53 teachers of two SEN schools in western Bhutan participated in this study. The data were collected using the online survey. The findings of this study suggest that although, 55% of teachers felt that teaching students with or without disabilities together is a good thing, however, one of the challenges certainly was the inadequate numbers of trained and specialised teachers. The findings also indicated that teachers learnt skills in SEN mostly through personal initiatives such a doing further research and reading. Similarly, the results of the study showed that the female teachers were said to have experienced more stress compared to their male counterparts. Further, the study also revealed that some of the challenges identified by teachers while teaching students with SEN were the lack of teacher collaboration within the school, lack of resources, overcrowded classrooms and the lack of professional development and training. Alternatively, the correlation and the prediction analyses further revealed that an estimated of 52% variability of stress can be predicted by the PD/trainings attended by the teachers.

scholarly journals Perspectives of Parents of Children with Special Educational Needs: Self-Efficacy and School Supports During COVID-19

2022 ◽  
Vol 31 (1) ◽  
Author(s):  
Jessica Whitley ◽  
Ian Matheson ◽  
Jacqueline Specht ◽  
Jeffrey MacCormack
Keyword(s):  
Self Efficacy ◽  
Online Survey ◽  
Well Being ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Social Emotional ◽  
Academic Supports ◽  
Role Of Parents ◽  
Emotional Supports ◽  
Remote Learning

The role of parents in supporting at-home learning increased dramatically in the spring of 2020. Schools in most Canadian provinces closed physically due to COVID-19, and remote-learning options were quickly developed to ensure continued education for students. Many students with special educational needs, who typically benefit from a range of supports from school, became reliant on parents to provide means of access to and participation in remote learning. Using an online survey, we explored the perceptions of 263 Canadian parents of children with special education needs with regard to their self‑efficacy and supports from schools. We conducted multiple linear regression analyses for each of three dependent variables (academic supports, parent self‑efficacy, and social-emotional supports); independent variables included student grade level, education placement, and total school-provided supports prior to the pandemic. Findings indicated that most parents engaged in remote learning and lacked confidence in their ability to support the learning of their child. Parent self-efficacy was related to social-emotional supports from schools and not to academic supports. Parents of children in elementary grades, and of those who had received more supports from school prior to COVID‑19, reported feeling better supported in social-emotional areas by the school. Schools should explore ways of building strong collaborative relationships between educators and parents, as well as continuing to find ways of supporting families and students in both in- and out-of-school places. The pandemic, and school-building closures, have reminded us how partnerships between parents and schools are crucial for the well-being of all involved.  

scholarly journals Assistance to parents of children with disabilities in the process of counseling

2021 ◽  
Author(s):  
Elena A. Strebeleva ◽  
◽  
Elena A. Kinash ◽  
Keyword(s):  
Developmental Disabilities ◽  
Children With Disabilities ◽  
Education And Training ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Individual Consultation ◽  
And Training ◽  
Children With Developmental Disabilities

The article is devoted to the problems of teaching children with special educational needs, the content presents the results of the analysis of the questions of parents who have applied to specialists (psychiatrist and teachers-defectologists) for psychological and pedagogical power. The most common questions that parents address for individual consultation of children with special educational needs and children with disabilities are systematized. The recommendations to parents on education and training of children with developmental disabilities are revealed.

scholarly journals Supporting Families with Children with Special Educational Needs and Disabilities During COVID-19

2020 ◽  
Author(s):  
Umar Toseeb ◽  
Kathryn Asbury ◽  
Aimee Code ◽  
Laura Fox ◽  
Emre Deniz
Keyword(s):  
Online Survey ◽  
Sudden Change ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Autism Spectrum Conditions ◽  
Special Educational Needs ◽  
Social Distancing ◽  
Huge Impact ◽  
The Uk ◽  
Families With Children

The COVID-19 pandemic has had a huge impact on how people go about their day to day life. The sudden change, along with necessary measures such as self-isolation and social distancing has been particularly challenging for children with special educational needs and disabilities (SENDs) and their families, given their reliance on many on carefully established routines and relationships as well as professional and informal support. Three hundred and thirty nine parents of children with SENDs (the majority with Autism Spectrum Conditions) completed an online survey during the first two months of the social distancing in the UK (23rd March 2020 - 22nd May 2020). Parents provided detailed accounts of their family’s needs both to support their child during lockdown and to transition back to school. Many of these support needs during lockdown were either unique to families of children with SENDs or represented a more profound challenge than in most neurotypical families. There were considerable differences in satisfaction with support during COVID-19 suggesting wide variation in support provided to families of children with SENDs. The findings also suggest that educators and policy makers should place the implementation of clear routines and targeted mental health support at the centre of any strategy designed to support children with SENDs in making the transition back to school. The study provides preliminary insights into parental perspectives on support during the COVID-19 pandemic for families with children with SENDs.

Senior Teachers’ Learning About Student Rights

2021 ◽  
pp. 002248712110000
Author(s):  
Lotem Perry-Hazan ◽  
Liron Neuhof
Keyword(s):  
Professional Development ◽  
Free Speech ◽  
Learning Experience ◽  
Student Rights ◽  
Top Down ◽  
Bottom Up ◽  
Teachers Perceptions ◽  
Perceptions Of Students ◽  
Participation Rights ◽  
Rights Consciousness

The study explores the rights consciousness of senior teachers who participated in a student rights professional development (PD) course and designed educational projects during the course. It analyzes teachers’ perceptions of students’ rights and the influence of the PD and other factors on these perceptions. The data included interviews with 17 teachers and an analysis of their projects. One cluster of teachers held a top-down perception of students’ rights, conveying a contrastive approach to rights reflecting students’ autonomy. The second cluster of teachers held a broader perception, which included bottom-up mobilization of students’ free speech and participation rights, conveying a supportive approach to these rights. The teachers’ projects did not reflect these patterns, limiting their focus to rights already embedded in school. Furthermore, the teachers did not report their learning experience as transformative. Rather, they applied their newly acquired knowledge and thinking frameworks to support their existing moral perceptions and practices.

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