The Current Status of Safety Education Implementation for students with Special Needs in the Secondary School and Special Education Teachers’ Awareness

2018 ◽  
Vol 53 (3) ◽  
pp. 225-256
Author(s):  
Mi Young Kim ◽  
Soon Young Hwang ◽  
Yeon Hee Lee
Keyword(s):  
Special Education ◽  
Secondary School ◽  
Special Needs ◽  
Special Education Teachers ◽  
Current Status ◽  
Safety Education ◽  
Students With Special Needs

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.

Reading and Writing: Integrating Software into the Curriculum

1993 ◽  
Vol 12 (4) ◽  
pp. 44-51 ◽  
Author(s):  
Libby G. Cohen ◽  
Loraine J. Spenciner
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Computer Technology ◽  
Special Education Teachers ◽  
Assistive Devices ◽  
Students With Special Needs ◽  
Resource Room ◽  
Reading And Writing ◽  
Teachers And Students ◽  
Writing Curricula

This study investigated how rural special education teachers and students use computer technology when working on reading, spelling, and writing activities. The results indicate that computers are not very well integrated in reading, spelling, or writing curricula. When students do use computers, they use them by themselves in the resource room or in the special classroom for reinforcement activities. Assistive devices, which could make computers accessible, are, for the most part, unavailable. Despite the evidence of the benefits of the use of microcomputers and software by students with special needs, this technology remains largely untapped.

Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL

2020 ◽  
pp. 179-196
Author(s):  
Penelope Debs Keough ◽  
Dina Pacis
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Education Curriculum ◽  
Core State ◽  
Students With Special Needs

The purpose of this chapter is to provide a model for collaboration between general education and special education teachers using Universal Design for Learning (UDL) to align common core state standards with instruction for students with special needs. A history of how UDL came to be and how it is now a strategic tool to support all learners is explored. Best practices are offered as supportive instructional strategies. An example of how UDL can be aligned with Common Core State Standards and the goal(s) found in an Individual Educational Plan (IEP) will also be provided. This model supports collaboration between general education and special education teachers in an effort to ensure that general education curriculum can be accessed by students with special needs.

scholarly journals Factors for the Task Load of Special Education Integration Program (PPKI) Teachers in Johor

2020 ◽  
Vol 9 (3) ◽  
pp. 2413-2416
Keyword(s):  
Special Education ◽  
Qualitative Study ◽  
Special Needs ◽  
Thematic Analysis ◽  
Special Education Teachers ◽  
Students With Special Needs ◽  
Factors Affecting ◽  
The Real ◽  
Task Load ◽  
Integration Program

Teachers’ task load has become a chronic issue. This issue involves teachers in various fields, including special education teachers in the Special Education Integration Program (PPKI). They are burdened with a variety of tasks whether they involve special education or normal students. As we know, the real focus for teachers at PPKI is for students with special needs (MBK) who are full of challenges as MBK is came up of various categories. When their focus is directed to tasks other than those involving MBK, their work will increase and stress them. These full qualitative study was conducted to identify factors affecting the task load of teachers in PPKI. After interviews with the 11 PPKI coordinators of each district in Johor, interview transcripts were constructed and analyzed. Through thematic analysis, the findings indicate that there is three factors contributing to the task load of PPKI teachers' namely students, facilities and leadership. This finding can serve as a guide for headmasters to manage PPKI in schools.

Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL

2016 ◽  
pp. 107-123
Author(s):  
Penelope D. Keough ◽  
Dina Pacis
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Education Curriculum ◽  
Core State ◽  
Students With Special Needs

The purpose of this chapter is to provide a model for collaboration between general education and special education teachers using Universal Design for Learning (UDL) to align common core state standards with instruction for students with special needs. A history of how UDL came to be and how it is now a strategic tool to support all learners is explored. Best practices are offered as supportive instructional strategies. An example of how UDL can be aligned with Common Core State Standards and the goal(s) found in an Individual Educational Plan (IEP) will also be provided. This model supports collaboration between general education and special education teachers in an effort to ensure that general education curriculum can be accessed by students with special needs.

scholarly journals Distance Education for Students with Special Needs in Primary Schools in the Period of CoVid-19 Epidemic

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Nedime Karasel Ayda ◽  
Meryem Bastas ◽  
Fahriye Altinay ◽  
Zehra Altinay ◽  
Gokmen Dagli
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Primary Schools ◽  
Structured Interview ◽  
Students With Special Needs ◽  
National Education ◽  
Epidemic Period ◽  
Developmental Characteristics

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the Covid-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP(Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.

scholarly journals Technological Pedagogical and Content Knowledge (TPACK) of Special Education Teachers in Science Instruction for Students with Special Needs

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Leni Ambar Cahyani ◽  
Nur Azizah ◽  
David Evans
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Content Knowledge ◽  
Special Education Teachers ◽  
Pearson Correlation ◽  
Science Instruction ◽  
T Test ◽  
Survey Method ◽  
Students With Special Needs ◽  
Analysis Technique

<p>Integration of technology in science instruction in special education context can be done within the technological, pedagogical, and content knowledge (TPACK) framework. Therefore, special education teachers are expected to have a good level of TPACK. This study aimed to explore the level of teachers TPACK in science instruction for students with special needs and to compare the TPACK level of teachers based on their gender. This research used a quantitative approach with survey method. The respondents of this study were special education teachers (N= 44). The data collection method was through a survey using the TPACK survey instrument. The validation result used the Pearson Correlation showed value per statement ranging from 0.504 - 0.904. Reliability showed in the Cronbach's coefficient Alpha for internal consistency value of 0.856 (high). The data analysis technique used was the descriptive statistical analysis technique and the independent sample t test. The results showed that the total average of all TPACK domain is concluded in good category with mean score 81.29. The t test calculation showed that the t value (0.123) is less than the critical t value in the t table (2.085). The p value obtained was 0.90, greater than 0.05. Therefore, Ho is accepted. The issue of gender equality that has begun to be implemented in Indonesia can be the reason for the loss of technological mastery differences. In conclusion, TPACK mastery of special education teachers in science instruction was not differentiated by teacher gender with p&gt;0.05.</p>

Using Web-based Information to Facilitate Inclusion Practices in Rural Communities

2001 ◽  
Vol 20 (4) ◽  
pp. 3-10 ◽  
Author(s):  
Robin H. Lock
Keyword(s):  
Special Education ◽  
Rural Communities ◽  
General Education ◽  
Special Needs ◽  
Rural Schools ◽  
Special Education Teachers ◽  
Students With Special Needs ◽  
Individuals With Disabilities Act ◽  
General Education Classroom ◽  
Positive Method

The reauthorization of the Individuals with Disabilities Act in 1997 places greater emphasis on the inclusion of students with special needs in the general education classroom. For many rural schools, inclusion has been seen as a positive method for providing special education to students with special needs. However, many general educators including those in rural communities report a lack of preparation as a hindrance to their ability to effectively teach these included students. Difficulties in hiring certified special education teachers and a lack of viable methods increasing knowledge about students with special needs have interfered with many general education teachers' ability to serve these students adequately in the general education classroom. For rural schools districts and their teachers, access to information about students with special needs is not easily obtained. This article examines an electronic method for providing information to facilitate inclusion to rural educators in their home communities.

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