scholarly journals Exploring the professional self-efficacy perceptions of the teachers of children in need of special education in terms of various variablesÖzel eğitim gereksinimli çocukların öğretmenlerinin mesleki özyeterlilik algılarının çeşitli değişkenlere göre incelenmesi

2017 ◽  
Vol 14 (1) ◽  
pp. 694
Author(s):  
Gülşah Gerez Cantimer ◽  
Sare Şengül ◽  
Nur Akçin
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Educational Background ◽  
Professional Experience ◽  
Number Of Children ◽  
Research Findings ◽  
Professional Self ◽  
Special Education Program

The need for special education is gaining importance each passing day with increasing the number of children in need of special education. Since self-efficacy perceptions of teachers of children in need of special education which is related their field will shape the education given, the identifying current situation is seen important for resolving deficienciens. Therefore, the purpose of the study is to develop “The Special Education Teachers’ Sense of Professional Self-Efficacy Scale (SET-SPSES)” (Study I) and reveal whether the level of professional self-efficacy perceptions of the special education teachers show differences depending on a variety of variables (gender, age, educational background, professional experience, and special needs of students) (Study II). SET-SPSES was found to be a suitable instrument in accordance with Study II that was made the validity and the reliability. The research was carried out with 464 teachers graduating from a special education program and working in the academic year of 2013-2014 in Istanbul. According to the research findings; it was determined that the special education teachers had an adequate level of teaching self-efficacy perception and that their perceptions did not significantly vary by gender, age, professional experience, and special needs of students, but significantly varied by education level.  ÖzetÖzel eğitim gereksinimli çocukların sayısının her geçen gün artmasıyla özel eğitime duyulan ihtiyaç önem kazanmaktadır. Özel eğitim gereksinimli çocukların öğretmenlerinin alanlarına yönelik özyeterlilik algıları verdikleri eğitimi şekillendireceğinden varolan durumun tespit edilmesi eksiklerin giderilmesi adına önemli görülmektedir. Bu nedenle çalışmada “Özel Eğitim Öğretmenlerinin Mesleki Özyeterlilik Algısı Ölçeği (ÖEÖ-MÖAÖ)” geliştirilerek (Çalışma I) özel eğitim öğretmenlerinin mesleki özyeterlilik algılarının düzeylerinin çeşitli değişkenlere (cinsiyet, yaş, öğrenim durumu, mesleki deneyim ve öğrencinin özel gereksinim durumu) göre farklılık gösterip göstermediğinin ortaya konulması (Çalışma II) amaçlanmıştır. Çalışma I’de yapılan geçerlik ve güvenirlik çalışmaları doğrultusunda Özel Eğitim Öğretmenlerinin Mesleki Özyeterlilik Algısı Ölçeği’nin kullanılabilir özelliklere sahip olduğu bulunmuştur. Araştırma 2013-2014 eğitim-öğretim yılında İstanbul ilinde görev yapmakta olan toplam 464 özel eğitim alan mezunu öğretmen ile gerçekleştirilmiştir. Araştırma bulgularına göre; özel eğitim öğretmenlerinin mesleki özyeterlilik algılarının yeterli düzeyde olduğu; cinsiyet, yaş, mesleki deneyim ve öğrencinin özel gereksinim durumu ile anlamlı bir farklılık göstermediği, öğrenim durumu ile anlamlı bir farklılık gösterdiği belirlenmiştir. 

scholarly journals Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants / Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Genevieve Marie Johnson
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Mathematics Learning ◽  
Literacy Skills ◽  
Fine Motor ◽  
Children With Special Needs ◽  
Tablet Computers ◽  
School Students ◽  
Teacher Assistants

Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children’s tablets and professional development might increasingly focus of evaluation of tablet applications. Douze professeurs en éducation spéciale et aides-enseignants utilisant les iPads dans leur enseignement avec des enfants à besoins spéciaux ont rempli un questionnaire relatif à leurs pratiques et à leurs perceptions. En général, les enseignants et les aides-enseignants se sont révélés extrêmement positifs quant à la valeur des iPads pour les enfants à besoins spéciaux, en particulier pour les enfants avec autisme, avec un déficit d’attention et avec un contrôle limité de la motricité fine. Le plus souvent, les enseignants en éducation spéciale et les aides-enseignants ont indiqué avoir utilisé les iPads pour améliorer les compétences linguistiques et de littératie des élèves, bien que des activités d'apprentissage des mathématiques aient aussi été mentionnées fréquemment. Le renforcement de la motivation des élèves constituait l'avantage le plus souvent associé à l’utilisation des tablettes à l'école, suivi par des avantages liés à la planification de l’enseignement. Les tablettes pourraient devenir un élément essentiel des plans de programme individuel. Les tâches d'enseignement pourraient inclure le téléchargement et l'organisation d’applications spécifiques sur les tablettes particulières des enfants, et le perfectionnement professionnel pourrait de plus en plus être consacré à l'évaluation des applications pour tablettes.

scholarly journals Investigation of Difficulties Faced by Special Education Teachers and Their Self-Efficacy Beliefs

2019 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 57-69
Author(s):  
Pelin Piştav-Akmeşe ◽  
Nilay Kayhan
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
The Self ◽  
Special Education Services ◽  
Education Services ◽  
Service Training ◽  
Undergraduate Programs ◽  
Future Practice

Abstract Quality special education services are closely related to the quality and the efficacy of the teachers. The purpose of this study is to investigate the difficulties faced by the special education teachers and their selfefficacy beliefs. The study included 84 special education teachers. Data for the study were collected using the Tool for Identifying Difficulties Faced by Special Education Teachers and Teacher Interpersonal SelfEfficacy Scale. Results showed that while the difficulties faced by the teachers did not differ based on gender, they differed significantly based on the undergraduate programs from which the teachers graduated, type of the school in which the teachers worked and the need for the in-service training. Another finding of the study was that the self-efficacy beliefs of the teachers do not differ based on their gender, undergraduate program from which they graduated and type of the school they worked in. However, self-efficacy beliefs of the teachers differed according to their need for in-service training. Recommendations for future practice is presented. Öz Özel eğitim hizmetleri öğretmenlerin niteliği ve etkililiği ile yakından ilişkilidir. Bu çalışmanın amacı, özel eğitim öğretmenlerinin karşılaştıkları güçlükler ve öz-yeterlik inançlarını incelemektir. Çalışma 84 özel eğitim öğretmeni ile yürütülmüştür. Araştırmanın verileri Özel Eğitim Öğretmenlerinin Karşılaştığı Zorlukları Belirleme Aracı ve Kişilerarası Öz-Yeterlik Ölçeği ile toplanmıştır. Öğretmenlerin karşılaştıkları güçlüklerin cinsiyete göre farklılık göstermediği gözlenirken, mezun oldukları lisans programına, görev yaptıkları okul türüne ve hizmet içi eğitim gereksinimleri olup olmama durumuna göre gruplar arasında anlamlı farklılık görülmüştür. Araştırmanın diğer bir bulgusu ise, öğretmenlerin öz-yeterlik inançlarının cinsiyetlerine, mezun oldukları lisans programına ve çalıştıkları okul türüne göre farklılık göstermediği, ancak hizmet içi eğitim gereksinimleri olup olmama durumuna göre değiştiğini ortaya koymaktadır. Çalışmanın sonunda uygulamaya yönelik öneriler sunulmuştur.

scholarly journals Secondary special education teachers’ beliefs towards their teaching self-efficacy

2021 ◽  
Vol 9 (1) ◽  
pp. 28
Author(s):  
Konstantinos Mastrothanasis ◽  
Konstantinos Zervoudakis ◽  
Efstathios Xafakos
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Secondary Special Education ◽  
Teachers Beliefs

scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

Psychometric Properties of the Teachers’ Sense of Efficacy Scale for Chinese Special Education Teachers

2020 ◽  
pp. 073428292094614
Author(s):  
Ming-Hui Lu ◽  
Fei-Fan Pang ◽  
Xiao-Meng Chen ◽  
Yu-Qing Zou ◽  
Jia-Wei Chen ◽  
...  
Keyword(s):  
Special Education ◽  
Psychometric Properties ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Satisfaction With Life ◽  
Satisfaction With Life Scale ◽  
Psychoeducational Assessment ◽  
Sense Of Efficacy ◽  
Life Scale ◽  
Teacher Self Efficacy

Teacher self-efficacy plays an important role in special education; yet, the literature on the measurement of teacher self-efficacy in this field is limited. This study investigated the psychometric properties of the Teachers’ Sense of Efficacy Scale with a sample of Chinese special education teachers ( N = 401, 24.19% male). Confirmatory factor analysis indicated that the Chinese special educational version of the Teacher's Sense of Efficacy Scale (CS-TSES), modified from the Asian model by Ruan, J., Nie, Y., Hong, J., Monobe, G., Zheng, G., Kambara, H., & You, S. (2015). Cross-cultural validation of teachers’ sense of efficacy scale in three Asian countries. Journal of Psychoeducational Assessment, 33(8), 769-779, showed an excellent fit. Additionally, correlations were observed between the results of the CS-TSES and both the Multidimensional Scale of Perceived Social Support and the Satisfaction with Life Scale, providing criterion-related validity. In sum, the findings indicated that the TSES is applicable to special education teachers in the Chinese context.

Motivational Aspects of Gaming for Students with Intellectual Disabilities

2011 ◽  
Vol 1 (4) ◽  
pp. 49-59
Author(s):  
Maria Saridaki ◽  
Constantinos Mourlas
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Digital Games ◽  
Game Based Learning ◽  
Continuous Development ◽  
Research Findings ◽  
Students With Intellectual Disabilities ◽  
Intellectual Level ◽  
Extrinsic Reinforcement

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.

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