scholarly journals Comparison with Perception of General Education Teachers and Special Education Teachers on Problem Behaviors and Strategies to Manage Problem Behaviors of Students with Disabilities

2011 ◽  
Vol 6 (2) ◽  
pp. 125-145
Author(s):  
전상신 ◽  
Eun-Kyung Kim ◽  
장미순
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Problem Behaviors ◽  
Special Education Teachers ◽  
General Education Teachers

Relationships Between Novice Teachers’ Social Resources and Workload Manageability

2018 ◽  
Vol 52 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Elizabeth A. Bettini ◽  
Nathan D. Jones ◽  
Mary T. Brownell ◽  
Maureen A. Conroy ◽  
Walter L. Leite
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Collective Responsibility ◽  
General Education Teachers ◽  
Social Resources ◽  
Instructional Interactions ◽  
Different Populations ◽  
Feeling Overwhelmed

Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETs’ and general education teachers’ (GETs) perceptions of workload manageability. We found that novice SETs’ perceptions of workload manageability were predicted by instructional interactions with colleagues and schools’ cultures of collective responsibility for students with disabilities, but not by instructional interactions with mentors. The pattern of relationships differed for GETs, suggesting different populations of novices may benefit from different supports.

scholarly journals UAE Teachers’ Awareness & Perceptions of Testing Modifications

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Hala Elhoweris Elhoweris ◽  
Negmeldin Alsheikh
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
Moderate Level ◽  
Teachers Perceptions ◽  
Study Results

The objectives of this study were threefold: (a) to determine whether the Unit-ed Arab Emirates (UAE) general and special education teachers were making any specific testing modifications for students with disabilities; (b) to survey UAE general and special education teachers’ perceptions of testing modifications in terms of their usefulness, easiness, and fairness; and (c) to explore possible differences between general and special education teachers’ aware-ness and perceptions of testing modifications. Two hundred and eleven UAE general and special education teachers participated in this study. Results re-vealed that participants have a moderate level of awareness of testing modifications when assessing students with disabilities. Additionally, UAE teachers as a group perceived testing modifications as easy to make and fair. Statistically significant differences were found between general and special education teachers where special education teachers were found to be more informed than general education teachers.

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.

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