Special Education Teachers’ Experiences and Perceptions on Infringement of Teachers’ Rights in Special Education Schools

2021 ◽  
Vol 20 (3) ◽  
pp. 85-120
Author(s):  
Jeongsuk Hong ◽  
Bonjae Goo ◽  
Dongwon Kim ◽  
Sangkwon An ◽  
Seonju Woo
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Teachers Experiences

scholarly journals Elementary Music Teachers’ Experiences Training and Collaborating With Paraprofessionals

2020 ◽  
Vol 39 (1) ◽  
pp. 27-37
Author(s):  
Claire Majerus ◽  
Donald M. Taylor
Keyword(s):  
Special Education ◽  
Music Education ◽  
Special Education Teachers ◽  
Music Teachers ◽  
National Association ◽  
Elementary Music ◽  
Teachers Perceptions ◽  
Music Classroom ◽  
Teachers Experiences ◽  
Strongly Agree

The purpose of this study was to investigate elementary music teachers’ perceptions of paraprofessional participation in the classroom and to examine the extent to which instructors provided preparation for their paraprofessional colleagues. Five hundred and four members of the National Association for Music Education completed a 32-item survey utilizing a 3-point Likert-type scale ( strongly agree = 3, neither agree nor disagree = 2, strongly disagree = 1). Music teachers indicated that they need help with behavioral reinforcements and transitions in the classroom (e.g., entering, exiting, and moving between activities). They also needed paraprofessionals to adapt music activities for students spontaneously during class, but they provided little to no guidance or training for their colleagues. Out of 504 participants, only 8 (1.6%) indicated any kind of regular meetings with paraprofessionals and special education teachers outside the music classroom to discuss goals and strategies.

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