Evaluation of Special Education Teachers' Opinions about Literacy Textbooks, Teaching Individuals with Intellectual Disabilities

In the article, the authors consider the strategic changes in the students’ educational process from the perspective of the development of professional integral methodological competencies among teachers in basic school. A special emphasis is placed on the description of the technology for the development of the integral methodological competencies in special education teachers who train children with intellectual disabilities in basic school.

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Special Education Teachers’ Perception on Teaching Independent Living Skills for Students with Intellectual Disabilities

International Journal of Computer Science and Information Technology for Education ◽

10.21742/ijcsite.2018.3.1.05 ◽

2018 ◽

Vol 3 (1) ◽

Keyword(s):

Special Education ◽

Intellectual Disabilities ◽

Special Education Teachers ◽

Independent Living ◽

Independent Living Skills ◽

Students With Intellectual Disabilities ◽

Living Skills

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Challenges to parental involvement in transition planning for children with intellectual disabilities: The perspective of special education teachers in Saudi Arabia

Research in Developmental Disabilities ◽

10.1016/j.ridd.2021.103872 ◽

2021 ◽

Vol 111 ◽

pp. 103872

Author(s):

Saeed Almalki ◽

Abdulaziz Alqabbani ◽

Ghaleb Alnahdi

Keyword(s):

Special Education ◽

Saudi Arabia ◽

Parental Involvement ◽

Intellectual Disabilities ◽

Special Education Teachers ◽

Transition Planning

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Education for Students with Intellectual Disabilities in Kenya: Challenges and Prospects

Disability Studies Quarterly ◽

10.18061/dsq.v34i4.3846 ◽

2014 ◽

Vol 34 (4) ◽

Cited By ~ 1

Author(s):

M.J. Chomba ◽

S.G. Mukuria ◽

P.W. Kariuki ◽

S. Tumuti ◽

B.A. Bunyasi

Keyword(s):

Special Education ◽

Intellectual Disabilities ◽

Special Needs ◽

Higher Learning ◽

African Countries ◽

Institutions Of Higher Learning ◽

The Status ◽

The Government ◽

Individuals With Intellectual Disabilities ◽

Legal Mandate

<p><span>Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special education in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.</span></p>

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Practice-Based Educational Research

Practice-Based and Practice-Led Research for Dissertation Development - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-7998-6664-0.ch010 ◽

2021 ◽

pp. 207-226

Author(s):

Roberto M. Garcia

Keyword(s):

Special Education ◽

General Education ◽

Intellectual Disabilities ◽

Student Teacher ◽

Narrative Analysis ◽

Classroom Behavior ◽

General Education Teachers ◽

Education Experience ◽

Personal Perceptions ◽

Individuals With Intellectual Disabilities

Incoming PK12 general education teachers beginning their careers are not wanting to have individuals with intellectual disabilities in their classroom due to a lack of special education experience and knowledge. This practice-based qualitative narrative dissertation study explored student teacher individual perceptions and experiences on special education classroom behavior and inclusion for elementary public-school general education student teachers. The practice-based problem was the negative views pre-service K12 educators held for classroom inclusion and personal perceptions of individuals with intellectual disabilities. The study sample included 10 student teacher college students enrolled in one Texas early childhood program. Schlossberg's Transition Model was used as the practice-based conceptual framework and data were gathered from interviews and analyzed using Clandinin and Connelly's procedures for narrative analysis. The findings determined pre-service general education teachers are not always provided adequate inclusion training.

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