scholarly journals Extent of Implementing the Characteristics of Professional Learning Communities at the UAE Special Education Centers

2021 ◽  
Vol 20 (4) ◽  
pp. 265-283
Author(s):  
Rami Abdallah ◽  
Rawhi Mraweh Abdat ◽  
Christopher Hill
Keyword(s):  
Special Education ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Students With Disabilities ◽  
United Arab Emirates ◽  
Professional Learning ◽  
Educational Level ◽  
Descriptive Analysis ◽  
Years Of Experience ◽  
Significant Difference

Professional learning communities (PLCs) are formed on the basis of the perception that collaboration among educators is an essential factor to improve and develop the learning environment and students’ outcomes (Hord, 1997; DuFour, 2004). Accordingly, the purpose of this study is twofold: First, we investigated the extent of practicing the characteristics of PLCs at special education (SE) centers in the United Arab Emirates (UAE). Second, we determined whether the PLC skills among SE educators vary on the basis of the type of educator, educational level, years of experience, and students’ disability. We collected our data using Google Forms and with a pre-existing and tested questionnaire (Abdallah, 2021). After collecting filled-out forms from (151) educators, we conducted descriptive analysis and inferential statistics, including Mann–Whitney U and Kruskal–Wallis tests. Our results revealed that educators working with students with disabilities in SE centers have a high level of PLC skills in all domains. Educators’ educational level, years of experience, and students’ disabilities create significant differences in the practice of the PLC characteristics in SE centers. However, the type of educator has no significant difference in implementing these characteristics. Overall, this study can serve as a basis for further research on PLCs within the SE field and addresses the lack of knowledge of this topic. We conclude the effectiveness and readiness of PLCs as a new approach to handling and teaching students with disabilities in the UAE context.

scholarly journals The Future Role of Vocational Education Teachers in the Professional Learning Communities in Public Schools from the Perspective of Principals and Academic Supervisors in Jordan

2020 ◽  
Vol 9 (5) ◽  
pp. 322
Author(s):  
Sameer Aowad Kassab Shdaifat ◽  
Al- Huson
Keyword(s):  
Public Schools ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Vocational Education ◽  
Professional Learning ◽  
Future Role ◽  
Academic Qualification ◽  
Significant Difference ◽  
The Future

The present study aims to explore the future role of vocational education teachers in the professional learning communities in public schools from the perspective of principals and academic supervisors in Jordan. The sample consists from 91 principals and academic supervisors. Those principals and academic supervisors were selected from the public schools that are under the supervision of Bani Obeid Directorate of Education in Irbid, Jordan. The present study was conducted during the academic year (2019/2020). A descriptive approach is adopted by the researcher. The researcher developed a questionnaire that consists from 25 items. He measured the validity and reliability of the questionnaire. It was found that principals and academic supervisors have positive attitudes towards the future role of vocational education teachers in the professional learning communities in public schools. It was found that there isn’t any significant difference between the respondents’ attitudes which can be attributed to their experience or academic qualification. The researcher recommends creating vocational training departments in public schools

Paraprofessionals' Attitudes toward Inclusion of Students with Disabilities in Physical Education

1998 ◽  
Vol 86 (1) ◽  
pp. 98-98 ◽  
Author(s):  
John O'Connor ◽  
Ron French
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Students With Disabilities ◽  
Attitudes Toward Inclusion ◽  
Physical Educators ◽  
Years Of Experience ◽  
Significant Difference

The Physical Educators' Perceptions of Inclusion Inventory was administered to 80 paraprofessionals in special education. A Mann-Whitney U analysis indicated a significant difference in scores on knowledge related to inclusion by years of experience working. There was a significant difference between knowledge scores for length of time working but none for scores on perception.

scholarly journals Violence Inflicted on Students with Disabilities in Special Education Institutions at Public Sector: A Remedial Inquiry

2020 ◽  
Vol 6 (2) ◽  
pp. 733-740
Author(s):  
Ghulam Fatima ◽  
Samina Ashraf ◽  
Rukhsana Bashir ◽  
Dur e Nayab
Keyword(s):  
Special Education ◽  
Public Sector ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Descriptive Analysis ◽  
Teaching Experience ◽  
Validated Questionnaire ◽  
Significant Difference ◽  
Private And Public ◽  
Strongly Agree

The central theme of this investigation was to explore types of violence being inflicted on students with disabilities (deaf, blind, mentally retarded and physically handicapped) enrolled at primary grade level in private and public sector Special Education Institutions in Punjab-Pakistan. A sample of randomly selected 5 districts (Lahore, Gujranwala, Okara, Pakpatan, Rawalpindi) out of 36 districts of Punjab was taken. A conveniently available sample of 68 special education teachers (male: 22, female: 46) including 20 Senior Special Education Teachers (SSET) and 48 Junior Special Education Teachers (JSET) was taken to collect data on a self-developed and validated questionnaire with statistically significant reliability index (Cronbach Alpha: 0.85) containing 30 statements on violence on five point Likert type scale (from strongly disagree to strongly agree). The data were collected personally and with the help of research assistants. Data were analyzed on SPSS version 21. Descriptive analysis was run to find frequency distribution of responses, percentages and mean score. Independent sample t-test was employed to find difference in responses of special education teachers on the basis of gender. Analysis of Variance (ANOVA) was run to find difference in the opinions of special education teachers on the basis of their age, qualifications, and teaching experience. There was statistically substantial variation in the responses of special education teachers based on their qualifications. There was not statistically significant difference among the responses of special education teachers on the basis of their gender, age and teaching experience. Conclusions were drawn and recommendations to Punjab Special Education Department were made.

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