Special Education Faculty Positions Advertised from 1991 to 1997: Reflective of Current Practices?

2000 ◽  
Vol 25 (2) ◽  
pp. 104-108 ◽  
Author(s):  
Joanne Eichinger ◽  
June Downing ◽  
Kelly Evans ◽  
Amy Feck ◽  
Robert Ike
Keyword(s):  
Higher Education ◽  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Special Educators ◽  
Severe Disabilities ◽  
Faculty Positions ◽  
Job Advertisements ◽  
General Education Classrooms

As inclusion of students with disabilities in general education classrooms becomes more common, it is important for special education teachers to have the necessary skills and competencies to meet the needs of a heterogeneous group of students, some of whom may have severe disabilities. Given this need, it is imperative that institutions of higher education have faculty who can prepare future special educators to be successful in inclusive environments. The purpose of this study was to examine advertisements in The Chronicle of Higher Education to determine the demand for faculty positions from 1991 to 1997, particularly those related to severe disabilities, inclusive practices, and cross-categorical teacher preparation. Results indicated that for all years except 1997, 8%-10% of the job advertisements were for positions in severe disabilities. Position announcements that designated expertise in severe disabilities and used an inclusionary term (mainstreaming, integration, or inclusion) increased from 5% to 35% and then decreased to 20%. Position announcements for jobs other than in severe disabilities that also specified an inclusionary term increased from 8% to 22%.

Issues Raised in the Name of Inclusion: Perspectives of Educators, Parents, and Students

1995 ◽  
Vol 20 (1) ◽  
pp. 31-44 ◽  
Author(s):  
Jennifer York ◽  
Madelin Tundidor
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Educators ◽  
Service Providers ◽  
Severe Disabilities ◽  
Negative Attitudes ◽  
Student Groups ◽  
Medical Needs

Forty-five focus group discussions involving 335 general and special educators, administrators, support staff, parents, and students from a midwestern urban community were held to discuss the education initiative referred to as inclusive education. This study was conducted to develop a district-wide profile of the issues raised when considering systems change to more inclusive educational practices for students with special education labels. Specifically, information was sought about the preliminary issues and concerns that might need to be addressed in future inclusion efforts. Participants represented a diverse array of constituents and individuals with the vast majority having little to no knowledge of or experience with including special education students in general education. Findings, therefore, largely represent opinions about inclusion given little knowledge or experience. Results indicated that for the past decade, there has been an increase in the percentage of students with disabilities who attend regular schools, but that special education services remain largely separate from general education within those schools. Perceived facilitators of inclusion centered around the attitudes and skills of service providers in schools and the allocation of collaboration time for general and special educators. Perceived barriers included rigid general education curricular expectations, insufficient resources for staffing and materials, lack of collaboration time, and negative attitudes with particular concern that “regular” students would lose out. The appropriateness of inclusion was questioned for students with the most severe disabilities (e.g., severe behavior challenges, health and medical needs). Although much of the information obtained was similar across constituencies, there were a number of differences—especially between the adult groups and the student groups.

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.

What Do Employers Ask for in Advertisements for Special Education Positions?

2014 ◽  
Vol 38 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Common Criteria ◽  
Special Education Needs ◽  
Job Advertisements ◽  
Education Needs ◽  
Formal Recognition

Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in order to ascertain what employers required of applicants for special education positions. Advertisements represented all states and sectors in Australia, although the sample does not fully reflect the relative numbers of schools in each state. Most positions were for class teachers or for teachers providing support within and across schools. Special education qualifications and experience in special education were not common criteria for employment. The concerns raised by this finding are addressed through suggestions for formal recognition for special educators and accreditation of teacher education programs preparing special educators.

Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction

2016 ◽  
Vol 41 (1) ◽  
pp. 7-23 ◽  
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl Poch ◽  
Mary M. Murray
Keyword(s):  
Special Education ◽  
Mixed Methods ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Research Design ◽  
Special Education Teachers ◽  
Online Survey ◽  
Special Educators ◽  
Visual Representations ◽  
K 12

The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators’ instruction.

Attitudes and Attributes of General Education Teachers Identified as Effective Inclusionists

1997 ◽  
Vol 18 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Myrna R. Olson ◽  
Lynne Chalmers ◽  
John H. Hoover
Keyword(s):  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Special Educators ◽  
School Principals ◽  
General Education Teachers ◽  
Administrative Practices ◽  
Insufficient Time ◽  
Interpersonal Warmth

School principals and special education teachers identified general education teachers who were the most skilled at including students with disabilities in their classrooms. After 10 individuals identified by both principals and special educators were interviewed, seven themes emerged. These teachers (a) described their own personalities as tolerant, reflective, and flexible; (b) accepted responsibility for all students; (c) described a positive working relationship with special educators; (d) reported adjusting expectations for integrated students; (e) indicated that their primary inclusionary attitude was showing interpersonal warmth and acceptance in their interactions with students; (f) felt that there was insufficient time available for collaboration; and (g) expressed reservations about fully including all students. Results are discussed in terms of teacher preparation, administrative practices, implications for increased inclusion, and suggestions for further research.

Pedagogical Practices in Teaching Students With Disabilities in Inclusive Education

2021 ◽  
pp. 66-86
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Service Providers ◽  
Pedagogical Practices ◽  
Rehabilitation Professionals ◽  
Related Service ◽  
Diverse Student Population

Today's inclusive education settings consist of a diverse student population that needs a different pedagogical approach. Both general education and special education teachers may face difficulties to engage students in meaningful tasks and to promote learning. Teachers may struggle to effectively reach all students with different abilities in an inclusive education setting. Teachers implement several strategies to keep students engage in inclusive education settings. Teachers do multiple tasks, such as teaching students, developing engaging lessons, assessing and tracking students' learning, collaborating with teachers and rehabilitation professionals, implementing evidence-based strategies, and delivering instructions in various formats. Inclusive education needs administrators, related service providers, general education teachers, and special education teachers to optimize students' learning. This chapter aims to highlight pedagogical practices in teaching students with disabilities in inclusive education settings.

Special Education Teacher Attrition and Retention: A Review of the Literature

2019 ◽  
Vol 89 (5) ◽  
pp. 697-744 ◽  
Author(s):  
Bonnie Billingsley ◽  
Elizabeth Bettini
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Working Conditions ◽  
Teacher Attrition ◽  
Special Education Teachers ◽  
Quantitative Methods ◽  
Research Priorities ◽  
Special Education Teacher ◽  
Teacher Shortages

High rates of attrition make it challenging for schools to provide qualified special education teachers for students with disabilities, especially given chronic teacher shortages. We synthesize 30 studies from 2002 to 2017, examining factors associated with special educator attrition and retention, including (a) teacher preparation and qualifications, (b) school characteristics, (c) working conditions, and (d) teacher demographic and nonwork factors. Most studies examined working conditions (e.g., demands, administrative and collegial supports, resources, compensation) among special educators who left teaching, moved to other positions, transferred to general education teaching, or indicated that they intended to stay or leave. The majority of researchers used quantitative methods to analyze national, state, or other survey data, while eight used qualitative methods. Our critique identifies both strengths and weaknesses of this literature, suggests research priorities, and outlines specific implications for policy makers and leaders.

Building Inclusive Learning Environments With 1:1 Devices

2020 ◽  
pp. 016264342092306
Author(s):  
Kathryn Nieves
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Implementation Strategies ◽  
Disabilities Education Act ◽  
Inclusive Learning ◽  
Education Act ◽  
General Education Classrooms ◽  
Common Device

With emphasis placed on the least restrictive learning environments under the Individuals with Disabilities Education Act (IDEA), students with disabilities are often placed in general education classrooms. As a result, the discussion of inclusion strategies has increased in special education. The rise in 1:1 device initiatives offers the inclusionary practice of giving all students within a school access to their own device, with Google’s Chromebook and Apple’s iPad being among the most common device choices. This article explains the potential uses of 1:1 devices for students in inclusion settings, including built-in accessibility features and implementation strategies for educators.

Respect, Appreciation, and Acknowledgment of Paraprofessionals Who Support Students with Disabilities

2001 ◽  
Vol 67 (4) ◽  
pp. 485-498 ◽  
Author(s):  
Michael F. Giangreco ◽  
Susan W. Edelman ◽  
Stephen M. Broer
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Special Educators ◽  
School Personnel ◽  
Classroom Teachers ◽  
Individual Interviews ◽  
K 12 ◽  
Support Students ◽  
General Education Classrooms

This article describes the experiences of 103 school personnel, including classroom teachers, paraprofessionals, special educators, and administrators who worked in four schools, Grades K-12. Data were collected during 22 school visits and 56 individual interviews. Six themes were identified pertaining to how school personnel think about and act upon, issues of respect, appreciation, and acknowledgment of paraprofessionals who work in general education classrooms supporting students with and without disabilities. The themes included (a) nonmonetary signs and symbols of appreciation, (b) compensation, (c) being entrusted with important responsibilities, (d) noninstructional responsibilities, (e) wanting to be listened to, and (f) orientation and support. The article concludes with a discussion of implications for how these data might be applied in schools.

Inclusion and the Challenge of Assimilation for Teachers of Students with Severe Disabilities

1998 ◽  
Vol 23 (3) ◽  
pp. 238-251 ◽  
Author(s):  
Deborah Peters Goessling
Keyword(s):  
Public Schools ◽  
General Education ◽  
Special Educators ◽  
Severe Disabilities ◽  
Cultural Dissonance ◽  
Roles And Responsibilities ◽  
Inclusive Settings ◽  
Changing Roles ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

The perceptions of fourteen teachers from fourteen different public schools about their changing roles and responsibilities as they moved into inclusive settings with students with severe disabilities were explored in this qualitative study. It discusses their experiences of cultural dissonance as they left the segregated culture of special education and attempted to assimilate themselves into general education classrooms, grades K-8. Their dilemmas, doubts, and hopes for the future are discussed as well as the challenges that attempted cultural assimilation presents for special educators.

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