A Study on the Management Status of Transition Education and the Recognition on the Implementation Plans of Special School Teachers for Students with Secondary Developmental Disability in Special Schools: Focused on Busan Metropolitan City

2018 ◽  
Vol 19 (4) ◽  
pp. 259-291
Author(s):  
Soon-Young Hwang ◽  
Hae-Lim Yang ◽  
Hoo-Hee Lee
Keyword(s):  
Developmental Disability ◽  
Special School ◽  
School Teachers ◽  
Special Schools ◽  
Metropolitan City ◽  
Transition Education ◽  
Implementation Plans

MENTAL HEALTH IN RELATION TO SEXOF SPECIAL EDUCATION SCHOOL TEACHERS

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Inderjeet Pal Kaur
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Sampling Methods ◽  
Special School ◽  
Cluster Sampling ◽  
School Teachers ◽  
Special Schools ◽  
Education School ◽  
Special Education School ◽  
Level Of Significance

This investigation was aimed to study the mental health levels among special education school teachers and its relation to their sex.Here, a sample of 120 special education school teachers (60 males and 60 females) was selected from 15 special schools of Delhi, Haryana and Rajasthan states through simple random, purposive, convenience and cluster sampling methods. The survey questionnaire ‘Mental Health Inventory’by Dr. A.K. Shrivastava and Dr. Jagdish (1981) was used for measuring levels of mental health among special education school teachers. Percentage analysis, t-test were employed for data analysis. Mental health levels of most of special school teachers (i.e. 82.50%) were found either average or near average. A little percentage was found to at either very good (7.50%) or very poor (10.00%) levels of mental health. Besides, a significance of difference between mean MHI scores of male and female special education school teachers (t= 3.72, which is significant at 0.01 level of significance) was found. Higher mean MHI score (138.20) for female special education school teachers than their male counterparts (129.15) indicated that the female special education school teachers were enjoying better mental health than the male teachers.

scholarly journals Attitudes toward Inclusive Education among School Teachers: A Comparative Study

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Arun Kumar ◽  
Dr. Punam Midha
Keyword(s):  
Inclusive Education ◽  
Special School ◽  
School Teachers ◽  
Special Schools ◽  
Male And Female ◽  
Regular School ◽  
Education School ◽  
Education In India ◽  
Special Education School ◽  
Purposive Sample

Inclusive education in India has recently received a momentum .A willingness on the part of Teachers to support all children in the mainstream classroom; including with special needs is the hallmark of inclusive education. Thus teacher’s attitudes toward inclusive education play a pivotal role in its success. In this way, the present study is an attempt to assess and compare the attitudes of mainstream and special education school teachers towards inclusive education .A purposive sample of 300 regular school teachers consisting of 150 teachers from mainstream and 150 teachers from special schools of Delhi-NCR (Noida, Ghaziabad, Delhi, Faridabad) of both male and female aged 24-45 yrs was drawn for research purpose. Attitudes toward Inclusive Education Scale (ATIES) developed by Wilczenski, F.L (1992), containing 16 items was used to measure their attitudes toward inclusive education. Descriptive and inferential statistics (t-test) were used to assess and compare the attitudes of teachers of mainstream and those of special school. The results indicated that teachers of mainstream school have more favourable attitudes than those of special schools, which may be one of the major causes of slow success of this system in India.

EDUCATION AND ASSESSMENT OF LEARNING OUTCOMES IN LITHUANIAN SPECIAL SCHOOLS

2018 ◽  
Vol 3 ◽  
pp. 91-106
Author(s):  
Irena Kaffemaniene ◽  
Rita Meliene ◽  
Lina Milteniene ◽  
Renata Geleziniene ◽  
Daiva Kairiene ◽  
...  
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Educational Institutions ◽  
Special School ◽  
School Teachers ◽  
School Students ◽  
Special Schools ◽  
Questionnaire Method ◽  
Strongly Agree ◽  
Contemporary Education

The strategic aims of Lithuanian education orientate towards the development of inclusive education. However, in addition to mainstream schools, special schools still exist as well. In this context, future perspectives of special schools and their role in the inclusive education system has become a particularly relevant problem; therefore, it is important to analyse experiences of education in special schools.The aim of the study presented in the article is to analyse teachers’ opinion regarding special education and assessment of outcomes. The study was conducted in special schools of Lithuania, using a questionnaire method. Based on the data of the analysis of scientific literature sources, the ranking scale of variables (statements describing various dimensions of education and assessment of outcomes) was drawn up (respondents marked answers from 1 – strongly disagree to 5 –  strongly agree).The results of the study show that teachers of special schools understand priorities of contemporary education. This is demonstrated by strong approval of statements about fostering of self-esteem, development of communication and problem-solving abilities of special school students; search for non-traditional forms of education; involvement of school community in education. Nevertheless, in the opinion of a considerable share of special school teachers, individual teaching and a traditional lesson are more effective compared with the variety of learning methods. In the opinion of many special school teachers, the purpose of special education is to cope with students’ disorders, and only specialized educational institutions can ensure quality individualised education. Respondents also noted certain shortcomings of education at special schools.

scholarly journals Career cycle of general and special school teachers in Serbia

Psihologija ◽  
2015 ◽  
Vol 48 (2) ◽  
pp. 165-181
Author(s):  
Milica Marusic ◽  
Bojana Bodroza
Keyword(s):  
Career Choice ◽  
Special School ◽  
School Teachers ◽  
Special Schools ◽  
Extrinsic Factors ◽  
Career Cycle ◽  
General School ◽  
Intrinsic And Extrinsic Factors

The specificities of general and special school teachers? work might influence their career differently. The aim of the study was to examine the career cycle of these teachers. A survey was conducted on a sample of 120 teachers from general and 95 from special schools. Five stages of career cycle were discovered: induction, competency building and enthusiasm, career frustration, stagnation, career wind-down. Results indicate that age, gender, intrinsic, and extrinsic factors of career choice can influence teachers? career cycle. When these factors are controlled, special school teachers experience less enthusiasm and more willingness to retire than general school teachers.

scholarly journals Job Burnout in Public and Special School Teachers

2021 ◽  
Vol 10 (2) ◽  
pp. 63-75
Author(s):  
Alamdarloo G. Hemati ◽  
S. Moradi
Keyword(s):  
Public School ◽  
Maslach Burnout Inventory ◽  
Job Burnout ◽  
Personal Accomplishment ◽  
Special School ◽  
Public School Teachers ◽  
School Teachers ◽  
Special Schools ◽  
Statistical Population ◽  
Significant Difference

The purpose of this research was to compare job burnout among public and special school teachers. The statistical population of this research consisted of all public and special school teachers in Jahrom, Iran. Of these teachers, 84 (42 public school teachers and 42 special school teachers) were selected as the study sample. Special school teachers and public school teachers were chosen using convenience sampling and multistage random sampling methods, respectively. The Maslach Burnout Inventory was used to measure job burnout. The collected data were analyzed by multivariate analysis of variance (MANOVA). The results revealed that job burnout subscales (except for the Low sense of personal accomplishment), were higher among the special school teachers compared to those of the public school teachers (p<0,001), but there was no significant difference between male and female in terms of job burnout subscales (p=0,99). According to the findings of this study, it is suggested that the Ministry of Education take steps to prevent special schools’ teachers job burnout by raising the level of services at their workplaces.

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