Differences in Beginning Special Education Teachers: The Influence of Personal Attributes, Preparation, and School Environment on Classroom Reading Practices

2010 ◽  
Vol 33 (2) ◽  
pp. 75-92 ◽  
Author(s):  
Anne G. Bishop ◽  
Mary T. Brownell ◽  
Janette K. Klingner ◽  
Melinda M. Leko ◽  
Sally A. C. Galman
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
School Environment ◽  
Personal Attributes ◽  
Reading Practices

Beginning Special Education Teachers' Classroom Reading Instruction: Practices That Engage Elementary Students with Learning Disabilities

2008 ◽  
Vol 75 (1) ◽  
pp. 97-122 ◽  
Author(s):  
Seonjin Seo ◽  
Mary T. Brownell ◽  
Anne G. Bishop ◽  
Mary Dingle
Keyword(s):  
Special Education ◽  
Beginning Teachers ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Qualitative Data ◽  
Instructional Quality ◽  
Reading Practices ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Student Autonomy

Researchers conducted a study that examined the classroom reading practices of beginning special education teachers and each teacher's ability to promote student engagement. The researchers observed 14 beginning special education teachers over a 6-month period and identified the teachers as most engaging, highly engaging, moderately engaging, or low engaging. Through qualitative data analysis, researchers identified 4 themes related to instructional engagement that differentiated the teachers: instructional quality, responsiveness to student needs, socioemotional climate of the classroom, and student autonomy. Although the most engaging and highly engaging teachers were relatively consistent in demonstrating these themes, most other teachers were not. This article discusses these findings in light of previous research on beginning teachers and makes suggestions for additional research.

scholarly journals SUPPORTING A STUTTERING STUDENT AT SCHOOL

2021 ◽  
pp. 91-104
Author(s):  
Tiiu Tammemäe ◽  
Sigrid Sõggel
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
School Environment ◽  
Leisure Time ◽  
Speech Therapy ◽  
Daily Work ◽  
Speech Therapists

Stuttering is a disability of tempo and rhythm in the speech that students, special education teachers, and speech therapists face in their daily work. Previously, stuttering has been researched from the perspective of speech therapy and speech therapists. This research is however based on the opinions of the youngsters in question. One percent of the population are considered stutterers as per Guitar’s (1998) theory — which would mean that in Estonia, approximately 1,500 students are stutterers. Students spend a large and valuable part of their day and leisure time at school. It is therefore essential that teachers and advisors are aware and competent in providing support to stuttering students as needed. These students do not receive enough support and attention, as stuttering is considered a disability that does not distract teachers from doing their job. It can be assumed that teachers do not change their methods and systems in evaluating a stuttering student. It is nevertheless crucial that the student with the impediment feels safe and good at school and can express their thoughts in speech. The aim of this research is to find out how stuttering students cope in their school environment. The research also focuses on the experiences of teachers and support specialists in order to understand their cooperation when assisting a stuttering student.

Students with Asperger’s Syndrome in an Inclusive Secondary School Environment: Teachers’, Parents’, and Students’ Perspectives

2005 ◽  
Vol 29 (2) ◽  
pp. 140-154
Author(s):  
Ian Hay ◽  
Stephen Winn
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
School Environment ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
School Facilities ◽  
Mainstream Teachers ◽  
Inclusive Practice ◽  
Multidimensional Concept

This qualitative study used focus groups and interviews to investigate the inclusion of students with Asperger’s Syndrome (AS) into secondary education from the perspectives of: general teachers; special education teachers; students with AS; and their parents(N =122). Across the four cohorts, five main themes emerged, however, different cohorts concentrated more on one theme than another. Mainstream teachers concentrated more on the nature of the AS condition and its influence on behaviour and social interactions; special education teachers on collaboration and relationships; parents on burnout and a lack of services; and the students with AS on the notion special educators worked hard to assist others. The fifth theme across the four cohorts was the quality of school facilities. The study found that diversity was both an inter‐cohort and an intra‐cohort variable. The research provides insight into how inclusive practice can be enhanced and why it is a complex, dynamic and multidimensional concept.

scholarly journals Spiritual Intelligence and Relationship with Psychological Resilience in a Sample of Female Teachers in The Integration Schools in Jeddah: الذكاء الروحي لدى عينة من المعلمات في مدارس الدمج بجدة وعلاقته بالصمود النفسي

2021 ◽  
Vol 5 (25) ◽  
pp. 191-170
Author(s):  
Aaliah Hamed Mouhammed Alghamdi, Arwa Abdulrahman Alkalaf Aaliah Hamed Mouhammed Alghamdi, Arwa Abdulrahman Alkalaf
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
School Environment ◽  
Spiritual Intelligence ◽  
Psychological Resilience ◽  
Intelligence Scale ◽  
Female Teachers ◽  
Resilience Scale ◽  
Package Program ◽  
High Level

The study has aimed to identify the relationship between Spiritual Intelligence and Psychological Resilience and the correlation relation between them for a sample of special education teachers by following the relational descriptive approach. The sample consisted of (134) female teachers who were selected randomly from the Integration Schools in Jeddah, the study adopted the statistical package program in social sciences (SPSS) to analyze the data. The spiritual intelligence scale was developed and prepared using the scales of Al-Shawi (2012), Ibrahim (2017) and the psychological resilience scale for Al-Tallaa (2016), the results yielded: the study sample has high level of spiritual intelligence and Psychological Resilience. There is a positive correlation and statistical function between the degrees of the study sample individuals on the spiritual intelligence scale and their degrees on the psychological resilience scale. The dimensions of spiritual intelligence (sense –excellence –merit) contribute to predicting psychological resilience for special education teachers. The most important recommendations were represented in the possibility of the teacher's contribution in implementing training programs to develop spiritual intelligence and psychological resilience. Increasing attention to psychological factors can help families with disabilities to cope with stress in life and creates a supportive group culture in the school environment to spread spiritual practices with educational staff.

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.

Isu dan Cabaran Dalam Penggunaan Bahasa Isyarat Malaysia (BIM) untuk Pengajaran Perkara Asas Fardhu Ain (PAFA)

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Syar Meeze Mohd Rashid ◽  
Norlidah Alias ◽  
Zawawi Ismail
Keyword(s):  
Special Education ◽  
Sign Language ◽  
Special Education Teachers ◽  
Deaf Community ◽  
Communication Barrier

This article discusses issues and challenges faced by special education teachers in using Bahasa Isyarat Malaysia to teach the deaf basics of fardhu ain. Firstly, the shortage of Islamic terminologies in sign language leads to communication barrier between the teacher and students. Besides that, the Fardhu Ain teachers are not well-versed with sign language. Another issue is that the curriculum used is meant for the typical community and unsuitable for the deaf community. Abstrak Artikel ini membincangkan tentang isu dan cabaran yang dihadapi guru  pendidikan  khas dalam  penggunaan  BIM untuk pengajaran PAFA kepada golongan pekak. Isu dan cabaran  yang  pertama  ialah  kekurangan  bahasa  isyarat agama  Islam  yang  menyebabkan  kesukaran  golongan pekak  dan  guru  yang  mengajar  untuk  berkomunikasi bagi  membincangkan  perkara   yang  berkaitan   dengan agama. Selain    itu,    isu    dan    cabaran    kedua    ialah ketidakmahiran    guru    PAFA    dalam    berkomunikasi menggunakan bahasa isyarat. Seterusnya isu dan cabaran ketiga   ialah ketidaksesuaian   kurikulum   PAFA   untuk golongan    pekak    kerana kurikulum    PAFA    yang digunakan kepada golongan pekak turut digunakan sama oleh golongan tipikal Muslim yang lain.

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