فعالية برنامج تدريبي لإعداد معلمي التعليم العام للتدريس للأطفال ذوي الإعاقات في ضوء المعايير المهنية لمعلمي التربية الخاصة = The Effectiveness of a Training Program to Prepare Teachers of General Education to Teach Children with Disabilities According to Professional Teachers' Standards of Special Education

2016 ◽  
Vol 4 (14) ◽  
pp. 313-349
Author(s):  
محمد رشدي أحمد المرسي ◽  
سميرة محمد عبد الوهاب
Keyword(s):  
Special Education ◽  
General Education ◽  
Training Program ◽  
Children With Disabilities

Early identification for special education: Implications for research and development in the Pacific Rim

2012 ◽  
Vol 15 (2) ◽  
pp. 75-88 ◽  
Author(s):  
Bryan Cook ◽  
Michael Gerber ◽  
Li-Yu Hong ◽  
Hasheem Mannan ◽  
Weng-jing Zhang
Keyword(s):  
Special Education ◽  
General Education ◽  
Early Identification ◽  
Children With Disabilities ◽  
Well Being ◽  
Pacific Rim ◽  
Education Systems ◽  
Effective Interventions ◽  
The Pacific ◽  
National Investment

Early identification and intervention for children with disabilities can significantly improve longer term outcomes, but in developing nations like many in the Pacific Rim, such programs and practices can be expensive and must compete against other needs. We argue that early identification and intervention by schools leads not only to life improvements for children with disabilities and their families but also to substantial additions to a nation's human capital. Therefore, national investment in special education and prevention systems that provide the earliest possible identification and effective interventions can not only offset the lifetime family and social costs of disabilities, but also can add importantly to general well-being. Moreover, new knowledge and technologies relevant to applied problems in early identification are rapidly emerging, potentially increasing the precision and lowering the costs involved. The bottleneck, however, is the inadequate supply of highly skilled professionals in the special and general education systems – from university doctoral training down to typical classroom teaching. Based on extant literature, we articulate some development principles to help developing education systems in choosing how they may best invest in early identification and intervention.

scholarly journals THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS

2015 ◽  
Vol 64 (1) ◽  
pp. 95-107
Author(s):  
Sotiria Tzivinikou
Keyword(s):  
Professional Development ◽  
Special Education ◽  
General Education ◽  
Training Program ◽  
Self Efficacy ◽  
Positive Impact ◽  
Continuing Professional Development ◽  
Educational Interventions ◽  
Service Training ◽  
The Impact

Teachers’ professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators’ teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators’ increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators’ self-efficacy and their effectiveness regarding collaborative educational interventions for their students. Key words: continuing professional development, in-service training, self-efficacy.

The Beginnings of Inclusion in the People's Republic of China

2003 ◽  
Vol 28 (1) ◽  
pp. 16-22 ◽  
Author(s):  
Helen McCabe
Keyword(s):  
Special Education ◽  
Public Schools ◽  
General Education ◽  
Children With Disabilities ◽  
Children With Autism ◽  
People’S Republic Of China ◽  
People's Republic Of China ◽  
Republic Of China ◽  
Significant Growth ◽  
General Education Classrooms

Education for children with disabilities in the People's Republic of China has experienced significant growth and reform since 1978, the beginning of the period of Reform and Opening ( gaige kaifang). Since that time, models of special education have gradually evolved to include educating children with disabilities in general education classrooms. This article describes special education and early inclusion efforts in China. National projects and local examples of children with disabilities, including children with autism, being included in public schools and educated in general education classrooms are described. Implications for inclusive practices, focusing on the importance of parent efforts, are discussed.

The Incredible Years Teacher Classroom Management Program: Effects for Students Receiving Special Education Services

2020 ◽  
pp. 074193252093744
Author(s):  
Wendy M. Reinke ◽  
Melissa Stormont ◽  
Keith C. Herman ◽  
Nianbo Dong
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
General Education ◽  
Children With Disabilities ◽  
Special Education Services ◽  
Incredible Years ◽  
Education Services ◽  
The Impact ◽  
Teacher Classroom ◽  
The Incredible Years

Many children with disabilities receive the majority of their instruction in the general education classroom where many universal programs are implemented. It is therefore important to examine the impact of evidence-based universal interventions on children with disabilities. The purpose of this study was to determine whether the Incredible Years Teacher Classroom Management (IY TCM) program has benefits for children in grades Kindergarten to third grade receiving special education services. Using data from a large randomized controlled trial conducted across 105 Kindergarten to third-grade classrooms and 1,817 children, we investigated the impact of IY TCM on children receiving special education services. Findings indicated that children who receive special education supports, who were in classrooms of general education teachers trained in the IY TCM intervention, had significant improvement in concentration problems, disruptive behavior, and social competence in comparison with children receiving special education in control classrooms.

scholarly journals Training Need Assessment for Teachers Working in an Inclusive Setting for Children with Disabilities

2021 ◽  
Vol 4 (1) ◽  
pp. 27-44
Author(s):  
Shaheen Pasha ◽  
Muhammad Javed Aftab ◽  
Robina Naqvi
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Teaching Skills ◽  
Need Assessment ◽  
Set Up ◽  
The Individual ◽  
Training Need ◽  
Teachers Training

In an inclusive setup, general education teachers are expected to handle students with different needs. These teachers should always be supported to meet these problems. The purpose of the present research study addresses the importance of teachers' training attitudes towards inclusive education of children with disabilities. Training enhances teachers ‘self- efficiency’ and information regarding adapting their teaching methodologies in an inclusive environment for the individual needs of exceptional children. Literature review studies the areas such as perception about disability, the notion of inclusive education, movement from special education to inclusive setup and teachers training provided to use teaching skills.  An inclusive set up is advantageous for learners with disabilities. A total of 280 respondents, male 79 and female 201 from 15 schools and centers of special education, District Multan were selected as a population in the study. A sample of 125 participants selected through stratified random sampling techniques. In this research, a questionnaire was the only instrument for the collection of data. After planning the questionnaire, the researchers administered it to 5 members for pilot testing. The results were analyzed and finally, the questionnaire contained 30 items covering all the components of training need assessment for teachers working in an inclusive setting for children with disabilities. The descriptive and qualitative research method was applied to analyze the collected data. It was highly recommended that teachers' training programs are designed to share information about awareness of disability and enhance teaching skills and knowledge for an efficacious inclusive system for children with disabilities.

scholarly journals Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism

2021 ◽  
Author(s):  
Nicole Sparapani ◽  
Vanessa P. Reinhardt ◽  
Jessica L. Hooker ◽  
Lindee Morgan ◽  
Christopher Schatschneider ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Receptive Vocabulary ◽  
Social Impairment ◽  
Second Grade ◽  
Individual Student ◽  
Teacher Language ◽  
Autism Symptoms ◽  
Social Abilities ◽  
Students With Autism

AbstractThis study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms—much of which included directives and close-ended questions. Students’ receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.

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