معوقات دمج متعددي العوق في مدارس التعليم العام من وجهة نظر معلمي ومعلمات معاهد التربية الخاصة = Barriers of Including Students with Multiple Disabilities in General Education Schools from the Perspective of Teachers at Special Education Institutions

2016 ◽  
Vol 5 (10) ◽  
pp. 15-37
Author(s):  
بندر بن ناصر العتيبي ◽  
هند فالح علي الشلوي
Keyword(s):  
Special Education ◽  
General Education ◽  
Multiple Disabilities

scholarly journals The Impact of Placement in the US on Social Opportunities for Students with Multiple Disabilities:An Analysis of the SEELS Database

2015 ◽  
Vol 2 (2) ◽  
pp. 88
Author(s):  
Robin D Brewer ◽  
Silvia M. Correa-Torres ◽  
Tyler W. Kincaid
Keyword(s):  
Special Education ◽  
General Education ◽  
Social Interactions ◽  
Adult Life ◽  
Multiple Disabilities ◽  
Pull Out ◽  
General Education Setting ◽  
The Us ◽  
Social Opportunities ◽  
The Impact

<p><em>The authors of this study examined data from the Special Education Elementary Longitudinal Study (SEELS) regarding school settings, time students spent in each setting, and opportunities for social interactions experienced by students with multiple disabilities. Findings suggest that over a span of six years, students in the US spent an increasing amount of time in resource or pull-out settings. This resulted in students spending less time with their general education peers but also less time in self-contained special education classrooms. Results also indicated that the opportunities for social interactions experienced by students with multiple disabilities increased in all settings and typical students are now spending more time with students with multiple disabilities. The data also revealed that social interactions increased for all students but when students spent a majority of their day in the general education setting, the increase was at a significantly higher rate. This leads us to understand the need to prepare all students to be prepared to exit school into adult life. Interacting with typical students will increase their ability to interact and understand the need for socially acceptable behavior. </em></p>

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.

Explaining the Decline in Special Education Teacher Employment From 2005 to 2012

2017 ◽  
Vol 83 (3) ◽  
pp. 315-329 ◽  
Author(s):  
Jim Dewey ◽  
Paul T. Sindelar ◽  
Elizabeth Bettini ◽  
Erling E. Boe ◽  
Michael S. Rosenberg ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Public Law ◽  
General Educators ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Disability Prevalence ◽  
Constituent Elements

Demand for special education teachers grew continuously from the passage of Public Law 94-142 in 1975 through 2005, when this trend reversed. From 2005 to 2012, the number of special education teachers employed by U.S. schools declined by >17%. The primary purpose of this investigation was to determine factors that contributed to this decline. We parsed change in number of special education teachers employed into four constituent elements and found that these recent reductions were fueled by decreases in disability prevalence and the relative ratio of teachers to students in special versus general education, which favored the latter. These changes have important implications for teacher preparation programs’ efforts to adequately prepare special and general educators and for policies designed to improve teacher quality.

Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

2021 ◽  
pp. 088840642110589
Author(s):  
Hannah Morris Mathews
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Special Educators ◽  
Professional Socialization ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher ◽  
Roles And Responsibilities

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

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