الاحتياجات التدريبية اللازمة لمعلمي التربية الخاصة في المملكة العربية السعودية من وجهة نظرهم = Training Needs of Special Education Teachers in Saudi Arabia from Teachers’ Perspectives

2019 ◽  
Vol 9 (31 Part 1) ◽  
pp. 113-144
Author(s):  
إبتسام غضبان الشمري
Keyword(s):  
Special Education ◽  
Saudi Arabia ◽  
Special Education Teachers ◽  
Training Needs ◽  
Teachers Perspectives

scholarly journals Saudi Special Educators’ Perceptions of Applied Behavior Analysis for Students with Autism

2021 ◽  
Vol 11 (4) ◽  
pp. 18
Author(s):  
Hajar Almutlaq
Keyword(s):  
Special Education ◽  
Saudi Arabia ◽  
Behavior Analysis ◽  
Problem Behaviors ◽  
Applied Behavior Analysis ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Management Strategies ◽  
Students With Autism ◽  
Teachers Perspectives

Students with disabilities, especially those with Autism Spectrum Disorder, are more likely to display problem behaviors in the classroom for a variety of reasons. Applied Behavior Analysis is one of the most effective practices for managing such behaviors. This study aims to examine special education teachers’ perspectives of behavior management strategies such as those of ABA in Saudi Arabia. Five special education teachers teaching students with autism in Saudi Arabia were interviewed to ascertain their perspectives on behavior management strategies and Applied Behavior Analysis practices. This qualitative study investigated the challenges they faced coping with students with autism exhibiting problem behaviors and their understanding of the most common strategies used for behavior management. Finally, the study discusses the understanding of one of the most effective evidence-based practices—Applied Behavior Analysis—and the insight it provides into in-service teacher support programs from the teachers’ perspectives. Implications and directions for future research are provided as well.

Collaboration of General and Special Education Teachers: Perspectives and Strategies

2017 ◽  
Vol 53 (2) ◽  
pp. 99-106 ◽  
Author(s):  
M. Alexandra Da Fonte ◽  
Sally M. Barton-Arwood
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Teacher Candidates ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Potential Barriers ◽  
School Settings ◽  
Teachers Perspectives ◽  
Successful Collaboration

Schools today focus on inclusive models of education for students with disabilities that include higher expectations and increased teacher accountability. Within this inclusion framework, both general and special education teachers have responsibilities for the education of diverse learners. Collaboration skills take time to develop, with many potential barriers that can limit successful teamwork. Therefore, teacher preparation programs have a responsibility for preparing general and special education teachers for collaboration with a focus on strategies to minimize potential barriers and support outcomes for students with disabilities. In order to be more responsive to teacher candidates’ development, a first step is to understand their perspectives about collaboration. This article outlines the hopes and fears of both general and special education preservice candidates regarding collaboration and how their perspectives align with documented views of practicing teachers. Strategies to minimize fears and potential barriers for successful collaboration in school settings are presented.

scholarly journals Obstacles to the use of educational techniques in the development of different skills in children with autism disorder from the perspective of special education teachers in the Kingdom of Saudi Arabia

2019 ◽  
Vol 3 (13) ◽  
Author(s):  
Nasreen Abd El- Elah Zahra      -      Amal Mahmoud Ali
Keyword(s):  
Special Education ◽  
Educational Technology ◽  
Saudi Arabia ◽  
Special Education Teachers ◽  
Children With Autism ◽  
Teaching Techniques ◽  
Kingdom Of Saudi Arabia ◽  
Descriptive Method ◽  
Autism Disorder

    The present study aimed at revealing the reality of the use of educational techniques by teachers of children with autism disorder and the obstacles that prevent their use. The analytical descriptive method was applied to 25 teachers of autism children at the Center for Autism Disorder/، And the questionnaire was used as a tool for study and included 17 words. The results showed that the most obstacles facing the use of educational techniques in the education of children with autism disorder by teachers is the lack of classrooms for the use of educational techniques، and the lack of budget availability of educational technology، and the need of more than one teacher to use the technology of education at the same time but not available، In addition to the fact that the price prevents the acquisition، and the weakness of the possibility of compensation damage or loss، where the averages of the terms of these terms between (1.80- 2.00) and percentages between (80%- 100%)، In light of the results، the study recommended the need to provide special rooms in the centers of autism to use the educational techniques and to provide the needs of teachers of teaching techniques to develop a budget for these special techniques، and the need for a specialist in educational technology as well as teachers to maintain devices constantly and increase the desire of teachers to use.    

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