اتجاهات أولياء الأمور ومعلمي التربية الخاصة نحو دور التعليم الإلكتروني ووسائل التقنيات الحديثة في تحسين المستوى التعليمي وبعض متغيرات المقاومة الإيجابية للأطفال المعاقين = Attitudes of Parents and Special Education Teachers' towards the Role of E-Learning and Modern Technologies to Improve the Educational Level and Some Positive Resistance Variables for Disabled Children

2016 ◽  
Vol 5 (12) ◽  
pp. 333-347
Author(s):  
آمال مصطفى منشاوي الصايغ
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Educational Level ◽  
Disabled Children ◽  
E Learning ◽  
Modern Technologies

scholarly journals Emotional Intelligence and Well-Being of Special Education Teachers in China: The Mediating Role of Work-Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Wangqian Fu ◽  
Chonggao Wang ◽  
Wenjun Tang ◽  
Sha Lu ◽  
Yan Wang
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Emotional Intelligence ◽  
Work Engagement ◽  
Special Education Teachers ◽  
Well Being ◽  
Mediating Role ◽  
Study Results ◽  
Psychological Mechanism

The well-being of special education teachers is key to their mental health and also influences the development of their students. This study aimed to investigate the psychological mechanism of the well-being of special education teachers in China, where they are maximum in number. We explored the role of emotional intelligence (EI) and work engagement on the well-being of teachers. A total of 496 Chinese special education teachers participated in the current study. Results suggested that (1) the EI and work engagement were positively associated with the well-being of special education teachers; and that (2) work engagement played a mediating role on EI and well-being of special education teachers. To promote the well-being of special education teachers, suggestions for policymakers and schools are discussed.

scholarly journals Difficulties Faced by Special Education Teachers during COVID-19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 1245-1251
Author(s):  
Dr.E. Raghul ◽  
B.R. Aravind ◽  
K. Rajesh
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Online Teaching ◽  
Descriptive Analysis ◽  
Sampling Procedure ◽  
Online Classes ◽  
Web Based ◽  
Learning Impairments ◽  
E Learning ◽  
Giving Feedback

The purpose of this research is to find out what difficulties special education instructors’ face when it comes to educating children with special needs during the COVID-19 pandemic. Participants in this research were 30 special education instructors who were chosen through a purposive sampling procedure to serve as respondents. In order to identify the difficulties and challenges faced by special education instructors, both quantitative and qualitative techniques were used. In an attempt to comprehend the data, a descriptive analysis was performed. During the COVID-19 pandemic, special education instructors who worked with students who had learning impairments did not get any technology assistance in order to educate the students. According to the findings of the research, the instructional method for special learners has a suboptimal learning environment as a result of the absence of web-based instructional teaching. The survey's major findings identified 15 difficulties, with the most significant of these being 'insufficient e-learning resources', 'lack of training for online teaching', 'giving feedback to students', and 'making the students to attend online classes', as per survey respondents. According to the results, practitioners and curriculum designers may use the information to build and improve the special education system, teaching techniques, and technologically imbibed instructional learning among special education instructors.

scholarly journals Perceptions of Fathers and Special Education Teachers Concerning Oral Health of Children with Down Syndrome: A Qualitative Approach

2020 ◽  
Author(s):  
FARIS ALGAHTANI
Keyword(s):  
Special Education ◽  
Down Syndrome ◽  
Oral Health ◽  
Special Education Teachers ◽  
Willingness To Participate ◽  
Children With Down Syndrome ◽  
Study Results ◽  
Role Of Parents ◽  
Lack Of Knowledge

Abstract Aim The aim of this qualitative study was to explore the role of parents of children with Down syndrome (DS) and the role of special education teachers in creating and maintaining oral health behaviors in children with (DS) in primary school in Jeddah. Methods The information was collected through semi-structured interviews with 45 participants, 18 parents and 27 teachers. All interviews conducted in Arabic, then transcription in English, general thematic analysis was adopted in this study. Results A number of barriers related to maintaining good oral health for children are mentioned due to: Saudi lifestyle, routine and cultural standards. Moreover, there was a lack of knowledge related to promoting oral health and children's demand to brush their teeth. A preventable visit to the dentist was not necessary according to the participants, as it was required only when seeking treatment. The teachers agreed on the importance of having a school program to promote oral health and expressed willingness to participate in it; however, they also expressed their lack of knowledge about promoting it. This study concluded that Jeddah residents are keen to maintain the health of their children but do not know the correct ways to do this; moreover, they have some concern about doing so. A number of interventions are needed to improve children's oral health; these interventions need to target parents, teachers and children.Conclusion: the participants showed oral health was something they valued, and confidence for educating children and improving their oral health was low.

Needs of Parents and Families Whose Children Have Learning and Behavior Problems

1988 ◽  
Vol 14 (1) ◽  
pp. 40-47 ◽  
Author(s):  
Richard L. Simpson
Keyword(s):  
Special Education ◽  
Behavior Problems ◽  
Service Delivery ◽  
Special Education Teachers ◽  
Behavior Problem ◽  
Learning Disabled ◽  
Disabled Children ◽  
Behaviorally Disordered ◽  
Service Delivery Systems ◽  
And Behavior

This study was designed to assess parent service requests and services used by parents of learning and behavior problem children. Special education teachers also estimated those services they perceived that parents needed. Results revealed that the needs of parents of behaviorally disordered and learning disabled children differed within and between groups. In addition, teachers perceived parents to have needs in excess of those they use or request. Implications of the present study are discussed in relation to teacher training and service delivery systems.

Exploring the Support Role of Special Education Teachers After Hurricane Ike

2011 ◽  
Vol 32 (10) ◽  
pp. 1325-1345 ◽  
Author(s):  
Elizabeth McAdams Ducy ◽  
Laura M. Stough
Keyword(s):  
Special Education ◽  
Grounded Theory ◽  
School Districts ◽  
Natural Disaster ◽  
Special Education Teachers ◽  
Hurricane Ike ◽  
Significant Disabilities ◽  
Communication Supports ◽  
Essential Support

This study explored the role of special education teachers of children with significant disabilities during Hurricane Ike. Grounded theory methods were used to analyze interview data of the teachers ( n = 4) who were employed in school districts directly affected by the hurricane. The five categories that emerged from the data were losses for students and families, losses for teachers, resource supports, communication supports, and supports to reestablish routines. Despite being affected by the storm themselves, the teachers provided essential support to their students and families throughout all phases of the disaster. The role of these teachers evolved to include instrumental and psychological supports, which has been documented in previous studies. These teachers’ roles differed in that they provided support while school was closed and included the disability-related needs of their students. Recommendations include that teachers receive training on the needs of students with significant disabilities and their families during natural disaster.

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