Administrative Pressures to Practice Unethically: Research and Suggested Strategies

2009 ◽  
Vol 11 (2) ◽  
pp. 112-119 ◽  
Author(s):  
George Helton ◽  
Barbara Ray
Keyword(s):  
Special Education ◽  
School Counselors ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
School Administrators ◽  
Ethical Reasoning ◽  
Situational Factors ◽  
Reasoning Strategies ◽  
School Based

Research indicates that school psychologists and special education teachers sometimes face pressures from school administrators to practice unethically. It includes quantitative and qualitative data on: School psychologists’ and special education teachers’ predictions of their responses to administrative pressures to practice unethically; personal and situational factors related to their predictions; errors in some respondents’ ethical reasoning; strategies for responding to pressures to practice unethically; and the ethical obligations shared by school psychologists, special educators, and school counselors in responding to these pressures. The purpose of the article is to increase school-based practitioners’ abilities to understand and cope successfully with administrative pressures to practice unethically.

Rural regular and special education teachers’ perceptions of teaching hyperactive students

1988 ◽  
Vol 9 (2) ◽  
pp. 10-15 ◽  
Author(s):  
Dan Peterson ◽  
Cleborne D. Maddux
Keyword(s):  
Special Education ◽  
School Counselors ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
Teachers Perceptions ◽  
Potential Value ◽  
Use Of Time ◽  
Time Out ◽  
Rural Settings

This article explores the perceptions of teachers in rural settings concerning the teaching of hyperactive students. Regular and special educators (N=101) identified minimizing distractions, providing clear expectations and rules, and the use of time-out techniques as the most successful strategies for teaching such students. Although both regular and special education teachers believe that the skills of teaching and managing hyperactive students are important, regular teachers were critical of the emphasis given these skills during their training. The teachers rated the advice they received from peers as the most useful, while advice from school psychologists, principals, parents, and school counselors were rated as least helpful. The results suggest the potential value of peer problem-solving committees, peer consultant models, and more effective preservice and inservice preparation in the area of hyperactivity.

Special Education Attrition in the State of Utah: Rural vs. Urban School Districts

2007 ◽  
Vol 26 (3) ◽  
pp. 25-31 ◽  
Author(s):  
Mary Anne Prater ◽  
Temma Harris ◽  
Lane Fisher
Keyword(s):  
Special Education ◽  
School Districts ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
Urban School Districts ◽  
State Office ◽  
Rural And Urban ◽  
Education Personnel ◽  
Special Education Personnel

Critical shortages of special educators in the U.S. are not new. Approximately 1.1% of all U.S. special education positions have remained unfilled for the last five years (Boe, 2006). The authors were commissioned by the Utah State Office of Education to collect data on special education personnel, including special education teachers, school psychologists and speech language pathologists. This study compared all Utah rural and urban special education personnel who left their districts during the combined school years of 2004-2005 and 2005-2006. Results reveal that rural special education personnel left their positions at a significantly lower rate than is to be expected. Similarities and differences among special education leavers in rural and urban districts as well as their reasons for leaving are discussed.

scholarly journals A Survey of School Administrators’ Training and Support Related to Evaluating Special Education Teachers

2018 ◽  
Vol 3 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Janelle E. Rodl ◽  
Wes Bonifay ◽  
Rebecca A. Cruz ◽  
Sarah Manchanda
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Special Educators ◽  
School Administrators ◽  
Early Years ◽  
Special Education Teacher ◽  
Evidence Based Practices ◽  
Job Functions ◽  
Training And Support

School administrators are often responsible for observing and evaluating special education teachers. The current study examined the training school administrators received, their needed knowledge and supports, and their confidence in performing job functions related to special education teacher evaluation. A total of 929 school administrators in California completed a 26-item survey in which they reported the training they had received, the usefulness of the training for informing practice, and the confidence they felt in evaluating special educators. Results indicated that most school administrators did not have a background in special education, did not receive training related to evaluating special educators, and felt less confident evaluating special educators than general educators. School administrators, especially those without a background in special education, may need more training and support related to evaluating special education teachers during preparation and in the early years of administration. Training and support should focus on evidence-based practices for teaching- ing students with disabilities.

Evaluating Special Educators’ Classroom Performance: Does Rater “Type” Matter?

2017 ◽  
Vol 43 (4) ◽  
pp. 227-240 ◽  
Author(s):  
Janelle E. Lawson ◽  
Rebecca A. Cruz
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Special Educators ◽  
School Administrators ◽  
Preliminary Investigation ◽  
Teaching Experience ◽  
Teacher Evaluations ◽  
Classroom Performance ◽  
Generalizability Study ◽  
Rater Characteristics

Classroom observations remain the predominant data source used in teacher evaluations, but little is known about how rater characteristics may affect teachers’ scores. For special educators, whose instructional practice requires specialized knowledge and skills, school administrators (i.e., the raters) without experience in special education teaching may not be able to provide reliable and unbiased scores. This study included three school administrators who viewed and scored the classroom teaching of 19 special educators in California and Idaho; individuals with special education teaching experience also scored a subset of the instructional lessons. Generalizability study analyses revealed that the school administrators were not consistently reliable scorers of the special education teachers’ instruction. The school administrators were also more lenient on average in their ratings than peer teacher raters. Findings from this preliminary investigation suggest that rater background may matter, and future studies should explore how specific rater characteristics such as background and experience affect special educators’ performance ratings.

scholarly journals 3191 Adolescent Substance Use: School and Community Perspectives on School-Based Interventions

2019 ◽  
Vol 3 (s1) ◽  
pp. 82-83
Author(s):  
Sycarah Fisher
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
School Counselors ◽  
School Psychologists ◽  
Early Identification ◽  
Health Personnel ◽  
Adolescent Substance Use ◽  
Adolescent Substance ◽  
School Based ◽  
School And Community

OBJECTIVES/SPECIFIC AIMS: Fifty percent of adolescents have tried an illicit drug and 70% have tried alcohol by the end of high school. Further, despite 7-9% of youth 12-17 meeting criteria for a substance use disorder only 1 in 10 actually receive it. Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence based process that facilitates early identification and treatment for adults and adolescents in community (primary care) facilities. Despite the documented effectiveness of SBIRT, no research has examined the implementation of SBIRT in school settings by school-based mental health personnel. The purpose of the present study was to identify facilitators and barriers to SBIRT implementation by school-based personnel in secondary schools. METHODS/STUDY POPULATION: Participants included 30 school and community service providers including: teachers, school counselors, school psychologists, school administrators (principals and central office staff), city council members, school board members, community mental health services providers as well as state level individuals from the department of Adolescent Substance Use and the Office of Drug Control Policy. Interview guides were developed using the Consolidated Framework for Implementation Research (CFIR) to identify facilitators and barriers regarding the following: inner setting, outer setting, individuals involved, and intervention (SBIRT). The six-phase framework of Thematic Analysis (TA) was employed to analyze the data. We specifically used the deductive method to analyze the data with a pre-determined theory in mind (CFIR) to move to hypothesis building, and coding the data. RESULTS/ANTICIPATED RESULTS: Contrary to research conducted outside of the schools under the auspices that schools do not have the time or interest in providing school-based substance use interventions, several themes emerged identifying a receptivity, willingness, and eagerness to provide these services. Specifically, school-based mental health professionals (i.e., school counselors, school psychologists) being aware of adolescent substance use in their schools, but not knowing how to appropriately handle such disclosures. Further, school-based mental health personnel indicated that they would want additional training on how to identify and provide services to adolescents with substance use needs. School-based administrators also indicated a receptivity to addressing substance use with an acknowledgement that schools would need to move from a punitive model for substance use infractions to a treatment model. Some identified barriers to implementation included lack of awareness of community treatment settings for referrals and anonymity or lack thereof of substance use screening. DISCUSSION/SIGNIFICANCE OF IMPACT: While the data analyzed come from a limited sample in one school district, the present study found that schools could be potential settings for the early identification and intervention of adolescent substance use. Findings from this study contribute to our understanding of school and community receptivity to school-based interventions. Future research should identify training needs of school-based mental health personnel to assist in the early identification and prevention of substance use disorders.

Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance

1994 ◽  
Vol 61 (3) ◽  
pp. 254-268 ◽  
Author(s):  
Elana Esterson Rock ◽  
Michael S. Rosenberg ◽  
Deborah T. Carran
Keyword(s):  
Special Education ◽  
Regression Analysis ◽  
Emotional Disturbance ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Educational Program ◽  
Special Educators ◽  
Demographic Characteristics ◽  
Serious Emotional Disturbance ◽  
K 12

This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

From Caring to Cared For

2019 ◽  
pp. 102-117
Author(s):  
Lindsey A. Chapman ◽  
Chelsea T. Morris
Keyword(s):  
Special Education ◽  
Teacher Retention ◽  
Students With Disabilities ◽  
School Leadership ◽  
Working Conditions ◽  
Special Education Teachers ◽  
Special Educators ◽  
Positive Outcomes ◽  
Marginalized Populations ◽  
Practical Application

Special educators dedicate their careers to caring for one of the most vulnerable and historically marginalized populations of students despite often working in environments that do little to reciprocate this care. Amidst an ever-changing education landscape, special education teachers are becoming increasingly stressed, experiencing burnout at alarming rates, and far too frequently leaving the field altogether. In this chapter, caring school leadership is examined in the context of special education. The authors seek to bridge a theoretical stance with practical application to the field. Three necessary conditions for caring are discussed and specific “transactions of care” are recommended. The chapter concludes by upholding the idea that ensuring special educators feel cared for by school leaders has the potential to mitigate issues of poor working conditions, teacher retention, and consequently, promote positive outcomes for students with disabilities.

Teacher Leadership in Special Education

2021 ◽  
pp. 135-174
Author(s):  
Annie Nguyen Tran
Keyword(s):  
Special Education ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Professional Growth ◽  
School Administrators ◽  
School Staff ◽  
Leadership Positions ◽  
Roles And Responsibilities ◽  
K 12 ◽  
The Impact

This chapter addresses the impact of the traditional hierarchical system of organizational leadership on K-12 schools, particularly in special education. This model of leadership distinguishes leaders, such as school principals, from non-leaders, such as teachers and school staff. For special education teachers, this passé model of leadership becomes a barrier for professional growth by limiting the opportunities for teacher leadership in special education. In order for special education teachers to pursue leadership positions in the K-12 education system, teachers likely have to give up their teaching identities in exchange for new roles and responsibilities. With a limitation of research in the area of teacher leadership in special education, there is a need for discussion on how special education teachers can use their expertise to influence school administrators and staff towards equitable and inclusive organizational change.

scholarly journals Introduction to the Special Issue—A Necessary Step in Pursuit of Equity: Developing a Racially/Ethnically Diverse Special Education Teaching Force

2019 ◽  
Vol 40 (4) ◽  
pp. 195-198 ◽  
Author(s):  
Audrey A. Trainor ◽  
Elizabeth Bettini ◽  
LaRon A. Scott
Keyword(s):  
Special Education ◽  
Empirical Research ◽  
Special Education Teachers ◽  
Ethnic Diversity ◽  
Special Educators ◽  
Ethnically Diverse ◽  
Equitable Access ◽  
Special Issue ◽  
Racial Ethnic ◽  
Teaching Force

This special issue of Remedial and Special Education is a collection of theoretical and empirical research addressing equity in the preparation of a diverse special education teaching force, with a focus on racial/ethnic diversity. The purpose of this special issue is to open a conversation about equity as it pertains to special education teachers, including both students’ equitable access to special education teachers who share their racial/ethnic and/or cultural background and prospective special educators’ equitable access to the profession.

Roles of Special Educators in St. Lucia: Implications of Policy and Practice on Inclusion

2018 ◽  
pp. 000-000
Author(s):  
Jacqueline Lubin
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Special Educators ◽  
Policy And Practice ◽  
Education Assessment ◽  
Academic Instruction ◽  
Responsive Behavior ◽  
The Difference ◽  
Special Education Assessment

Abstract Using an adaptation of Brownell and Smith's (1993) conceptual model, this study sought to examine the perception of primary and secondary special educators in St. Lucia of their roles as compared to roles of special education teachers universally. A survey, consisting of 89 Likert-scale statements and five closed ended questions, was administered to the entire population (i.e. 82) of special educators in primary and secondary schools in St. Lucia. The data collected were analyzed using descriptive and inferential statistics including percentages, means, and t-tests. The independent sample t-test was used to determine the difference in the frequency of role engagement between the two groups of special educators. The results revealed that like special educators globally, special education teachers in St. Lucia engaged in all roles under study (i.e., Academic instruction, Non-academic instruction, Instructional Support, Responsive Behavior Management, Special Education Assessment, Classroom Assessment, Special Education Paperwork) but engaged in them at varying degrees. They regarded all but one role (i.e. Responsive Behavior Management) to be very-to-extremely important. Respondents utilized a continuum of practices from exclusionary to inclusionary but made greater use of exclusionary practices. Implications as well as recommendations to improve practice are discussed.

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