Perception of Middle and High School Special Education Teachers of Achievement Standards of the 2015 Special Educational Basic Curriculum of Science Education for Students with Intellectual Disability

2020 ◽  
Vol 36 (2) ◽  
pp. 139-167
Author(s):  
Young-Sub Song ◽  
Ji-Sun Lee ◽  
Byung-Un Jeon
Keyword(s):  
High School ◽  
Special Education ◽  
Science Education ◽  
Intellectual Disability ◽  
Special Education Teachers ◽  
Achievement Standards

A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum

1987 ◽  
Vol 54 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Andrew S. Halpern ◽  
Michael R. Benz
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Special Education Teachers ◽  
School Curriculum ◽  
Sources Of Information ◽  
School Students ◽  
High School Curriculum ◽  
Mild Disabilities ◽  
Education Administrators

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.

scholarly journals Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers

2020 ◽  
Vol 17 (19) ◽  
pp. 7325
Author(s):  
Laura Arcangeli ◽  
Alice Bacherini ◽  
Cristina Gaggioli ◽  
Moira Sannipoli ◽  
Giulia Balboni
Keyword(s):  
Quality Of Life ◽  
Special Education ◽  
Intellectual Disability ◽  
Special Education Teachers ◽  
Perceived Support ◽  
Effective School ◽  
Mainstream Teachers ◽  
Training Support ◽  
Positive Attitudes

The attitudes of teachers toward intellectual disability (ID) contribute to an effective school inclusion of students with ID, thereby enhancing their quality of life. The present study was aimed at investigating the attitude differences toward ID of mainstream and special-education teachers in Italy and the general and specific teachers’ characteristics most related to these attitudes. An online version of the Attitudes toward Intellectual Disability (ATTID) questionnaire was filled by 307 mainstream teachers and 237 special-education teachers. The findings show that special-education teachers held more positive attitudes. Specific ATTID dimensions were positively affected for both types of teachers by previous training in special education/ID, perceived support, and promotion of positive attitudes toward ID, in addition to the quality of relationships with individuals with ID, while they were positively affected for special-education teachers by perceived efficacy of ID knowledge. No or very limited effects were observed for previous experience in teaching students with typical development or ID (even with severe/profound ID). Fostering resources to provide teachers with high-quality training, support, and resources and strategies to promote positive attitudes toward ID seems a relevant approach leading to favorable attitudes, thereby improving the quality of life of students with ID.

scholarly journals SCIENCE EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITY: A CASE STUDY

2015 ◽  
Vol 14 (6) ◽  
pp. 804-820
Author(s):  
Canan Sola Özgüç ◽  
Atilla Cavkaytar
Keyword(s):  
Special Education ◽  
Science Education ◽  
Intellectual Disability ◽  
Special Needs ◽  
Scientific Literacy ◽  
Mild Intellectual Disability ◽  
Structured Interviews ◽  
Students With Special Needs ◽  
Technology Course

Scientific literacy is a principle objective of education almost in every country. It is mostly underlined in science education. Science education helps students become more productive individuals with the knowledge they acquire by promoting their thinking and learning skills and these skills help individuals to improve their scientific literacy. This research aims to determine the needs and problems in teaching science & technology course in a special education middle school, attended by students with mild intellectual disability. This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews, conducted with two teachers, 11 students, and their parents, researcher’s diary, in class artifacts, field notes, and video recordings were used to depict the situation in the science & technology course mentioned above. The data were analyzed through content analysis via Nvivo 10. Research findings display that the school in which this research study took place must be enriched with high technological tools; special education teachers’ attitudes towards the necessity of the science & technology course for students with special needs must be improved; and teachers must be provided with knowledge and skills of differentiation and adaptation techniques to provide science & technology activities in order for the science & technology course to be taught in a more inclusive manner. Key words: case study, science for all, students with special needs.

Parents of Youth with Disabilities

1999 ◽  
Vol 20 (3) ◽  
pp. 134-142 ◽  
Author(s):  
Thomas C. Lovitt ◽  
Suzanne Cushing
Keyword(s):  
High School ◽  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Special Education Teachers ◽  
Private School ◽  
Special Education Administrators ◽  
Youth With Disabilities ◽  
Education Administrators ◽  
School Youth

Data reported here were obtained as part of a larger 3-year study designed to assay the curricular offerings and related instructional matters available for high school youth with disabilities. Data were gathered from general and special education teachers, special education administrators, principals, counselors, paraeducators, pupils with disabilities, and their parents. The youth attended five public schools and one private school. This study focused exclusively on data obtained from parents: Interviews were conducted with 43 parents of youth with disabilities in public school and with 3 parents of youth with disabilities who had graduated from a private school; 11 parents from the latter group completed surveys. Four themes emerged from the parent interviews and surveys; we discuss these themes and then offer seven recommendations for parents that are intended to enable them to better communicate and collaborate with schools so as to provide more effective services for their youth with disabilities.

scholarly journals ARE GREEK SPECIAL EDUCATION TEACHERS IN FAVOUR OF THE INCLUSION OF PUPILS WITH INTELLECTUAL DISABILITY? AN ONLINE SURVEY

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Christina S. Lappa ◽  
Constantinos N. Mantzikos
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
General Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Work Experience ◽  
Positive Attitude ◽  
Online Survey ◽  
General Education Teacher ◽  
Structured Questionnaire

<p>Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0993/a.php" alt="Hit counter" /></p>

Perceptions of Interagency Collaboration: Relationships Between Secondary Transition Roles, Communication, and Collaboration

2018 ◽  
Vol 41 (1) ◽  
pp. 28-39
Author(s):  
Anthony J. Plotner ◽  
Valerie L. Mazzotti ◽  
Chad A. Rose ◽  
Kimberly Teasley
Keyword(s):  
High School ◽  
Special Education ◽  
Special Education Teachers ◽  
Future Research ◽  
Direct Service ◽  
Web Based ◽  
Path Analyses ◽  
The Relationship ◽  
Predictive Relationship ◽  
Service Transition

A web-based survey was disseminated to examine the relationship between high school special education teachers and direct-service transition professionals’ understanding of stakeholders’ roles in transition, frequency of communication with transition stakeholders, and level of collaboration among stakeholders. Path analyses were also conducted to determine the predictive relationship between understanding of roles, frequency of communication, and level of collaboration between high school special education and direct-service transition professionals. Results indicated a positive, significant relationship between the identified variables (i.e., role understanding, frequency of communication, and level of collaboration). Limitations, future research, and implications for practice are discussed.

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