scholarly journals DISTANCE EDUCATION FOR PRE-SERVICE SPECIAL EDUCATION TEACHERS IN THE USA

2020 ◽  
Vol 3 (70) ◽  
pp. 140-146
Author(s):  
N. Nykonenko
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Special Education Teachers ◽  
The Usa

scholarly journals DISTANCE EDUCATION IN THE PANDEMIC ERA: THE VIEWS OF GREEK GENERAL AND SPECIAL EDUCATION TEACHERS OF SECONDARY EDUCATION REGARDING READINESS, CHALLENGES AND THE POST-COVID EDUCATIONAL PRACTICES

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Giannouli Vasiliki ◽  
Sarris Dimitrios ◽  
Papadopoulou Maro
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Secondary Education ◽  
Significant Influence ◽  
Special Education Teachers ◽  
Personal Data ◽  
Educational Institutions ◽  
Educational Practices ◽  
Analysis Of Results ◽  
Years Of Service

<p>The present study, via the use of a questionnaire, examined the views of 138 Greek teachers, of general and special education, on the readiness for distance education, the challenges they face during the courses, and the measures to be taken in education in case of a next crisis such as Coronavirus pandemic (COVID-19). Educators’ views on the measures to be taken by educational institutions in order to be ready to provide distance education in the post-COVID era were also examined. The analysis of results showed that Special Education teachers appeared to be more ready for distance education; indeed, their field of employment itself, namely teaching, their years of service, the age and the level of studies were found to have a statistically significant influence on their answers. The greater challenge that both groups of teachers faced were the difficulties in communicating with their students. It became apparent also the great need for training teachers in issues related to distance education as well as the protection of their personal data of their students. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0977/a.php" alt="Hit counter" /></p>

Going the Distance to Train Teachers for Students with Severe Disabilities: The University of Utah Distance Teacher Education Program

2007 ◽  
Vol 26 (2) ◽  
pp. 26-32 ◽  
Author(s):  
J. Matt Jameson ◽  
John Mcdonnell
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Special Education Teachers ◽  
Severe Disabilities ◽  
Highly Qualified ◽  
Rural And Remote ◽  
Education Programs ◽  
Remote Areas ◽  
Rural And Remote Areas ◽  
The University

Research indicates that there is a significant and chronic shortage of highly-qualified special education teachers nationally. Although the shortages of highly-qualified teachers are pervasive across all disability categories they are particularly significant in the area of severe disabilities. This is especially true in rural and remote areas. The general conclusion of researchers is that the most effective way to address the chronic shortage of special education teachers in rural and remote communities is to identify, recruit, train, and support individuals from the local area. However, this necessitates the development and delivery of comprehensive distance education programs. This article describes the evolution of the distance education programs in the Department of Special Education at the University and the current program in place to help alleviate the critical special education teaching shortage in rural and remote areas.

scholarly journals Distance Education for Students with Special Needs in Primary Schools in the Period of CoVid-19 Epidemic

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Nedime Karasel Ayda ◽  
Meryem Bastas ◽  
Fahriye Altinay ◽  
Zehra Altinay ◽  
Gokmen Dagli
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Primary Schools ◽  
Structured Interview ◽  
Students With Special Needs ◽  
National Education ◽  
Epidemic Period ◽  
Developmental Characteristics

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the Covid-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP(Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.

scholarly journals Role perceptions among teachers of students with visual impairments in inclusive settings: implications for teacher training

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Wiebke Gewinn ◽  
Hisae Miyauchi ◽  
Sven Degenhardt
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Visual Impairments ◽  
Teacher Qualification ◽  
Cultural Roots ◽  
Inclusive Settings ◽  
Inclusive School ◽  
The Usa

Die Rollen sonderpädagogischer Lehrkräfte verändern sich im Zuge inklusiver Schulentwicklung. In einer subsidiären Sonderpädagogik gewinnen fachspezifische Beratung und Unterstützung unterschiedlicher Adressatengruppen an Bedeutung. Die klassische Lehrtätigkeit tritt für die Berufsgruppe in den Hintergrund, was die aktuelle Lehrer:innenbildung noch nicht widerspiegelt. Die vorliegende Studie untersuchte das Rollenverständnis von Blinden- und Sehbehindertenpädagog:innen, die im inklusiven Bildungssetting arbeiten. Da Inklusion eine internationale Zielkategorie darstellt, wurde diese Untersuchung in drei Ländern mit ähnlichen wirtschaftlichen Voraussetzungen aber unterschiedlichen historischen und kulturellen Verankerungen der inklusiven Schulentwicklung durchgeführt. Daten aus den USA, Japan und Deutschland weisen jedoch einheitlich darauf hin, dass die Aufgabenprofile von Blinden- und Sehbehindertenpädagog:innen in der Inklusion deutlich von der klassischen Lehrer:innenrolle abweichen. Es wird klar, dass sich insbesondere die Ausbildung von Blinden- und Sehbehindertenpädagog:innen intensiver auf die Anforderungen von Beratungs- und Unterstützungstätigkeiten in inklusiven Bildungssettings ausrichten muss.   Abstract Obligatory inclusive education is leading to changes in the roles of special education teachers. Specialised counselling and support for different target groups have gained in significance in subsidiary special education. Classic teaching is becoming less important for special education teachers – a phenomenon that current teacher qualification programmes do not yet reflect. This study examined the perception of the role of teachers of students with visual impairments (TVI) who work in inclusive education. Since inclusion is an international target, this study was conducted in three countries with similar economic standards but different historical and cultural roots of inclusive school development. However, data from the USA, Japan and Germany all indicates that the task profiles of TVIs working in inclusive education differ significantly from the classic teacher role as a Teacher of knowledge. It is clear that particularly the education of TVIs must be adjusted further to the requirements of consulting and support tasks in inclusive settings.

scholarly journals Methodological Foundations of Educational Comparative Studies on Special Education Teachers’ Preparation: Foreign Experience

2019 ◽  
Vol 9 (4) ◽  
pp. 1-13
Author(s):  
Andrii Harry Shevtsov ◽  
Nataliia Nykonenko
Keyword(s):  
Special Education ◽  
Educational System ◽  
Special Education Teachers ◽  
Education System ◽  
Comparative Studies ◽  
Research Work ◽  
Research Field ◽  
Theory And Practice ◽  
The Usa ◽  
The Uk

AbstractCarrying out a research within the field being a part of a meta-science, which has the object of the whole education system with relevant educational processes at different levels, educational institutions, factors, dominant and trends in its development, resources, including human capital, and other elements together with the mechanisms of interaction between them, we use the term “educational comparative studies” as more adequate to define the research field mentioned above. It is stated that modernization of the national educational system in Ukraine in the framework of the world mainstream is not possible without unified and well-defined terminological bases, methodological foundations, principles and criteria for comparative studies that meet the current level of the science development and the needs of society. It is proved that the most effective way of fulfillment a comparative analysis of education systems in different countries is a detailed study of theory and practice of their teachers’ preparation for the systems under consideration. Having analyzed different scientific approaches to identifying criteria for a comparative study, the criteria on the development of teachers’ preparation are introduced. It is highlighted that the defined criteria will be applied in the research work on the development of special education teachers’ preparation systems in the USA, the UK and Ukraine. They are introduced in the article: legal support of the educational system for individuals with special needs; national and regional standards of special education teachers’ preparation; curriculums, methods, and technologies for special education teachers’ preparation; system of retraining and licensures of special education teachers; informative and scientific subsystem of special education system; subsystem of special education teachers’ pre-service preparation and in-field practical work management; financial and economic subsystem of training and retraining of special education teachers.

Peranan dan Cabaran Guru-Guru Pendidikan Khas Membentuk Kemenjadian Murid-Murid Masalah Pendengaran dalam Abad ke 21

2018 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Siti Muhibah Hj Nor ◽  
Zetty Nurzuliana Rashed
Keyword(s):  
Special Education ◽  
Student Development ◽  
Special Education Teachers ◽  
Personal Development ◽  
Well Being ◽  
Academic Excellence ◽  
Hearing Impairments ◽  
Medical Expert ◽  
National Transformation

This article in a paper concept that discusses the roles and challenges faced by special education teachers in educating and enhancing hearing impaired students quality of life. This is consistent with the aspiration of the National Transformation 2050 (TN50) also focuses on student personal development to the future nation’s progress. In terms of student development, academic excellence in not the only main aims, but students must be educated holisticly to produce Malaysian citizens who are responsible; knowledgeable; have honourable manners, and be able to achieve personal well-being. Therefore, students with hearing impairments require special education system to suit their different necessities. Special education teachers should prepare themselves with various knowledge, expertise and skills to accomplish the national aspiration. In addition, cooperation, collaboration and support from parent, school management, medical expert and community are significantly required. Abstrak Artikel  ini  merupakan kertas konsep  yang akan  membincangkan  mengenai peranan dan cabaran guru-guru Pendidikan Khas  dalam  membentuk  kemenjadian  murid-murid  masalah  pendengaran.  Ia  selaras  dengan  kehendak  Tranformasi Nasional  2050  (TN50)  yang  memberi  fokus  untuk  melahirkan  kemenjadian  murid  sebagai  salah  satu  aspirasi  untuk memacu negara  di  masa  akan  datang.    Dalam  membentuk  kemenjadian  murid,  pencapaian  akademik  yang  cemerlang bukanlah  merupakan  fokus  utama  tetapi  murid  perlu  dididik  secara  holistik  untuk  melahirkan  warga  negara  Malaysia yang  bertanggungjawab,  berpengetahuan,  berakhlak  dan  mampu  mencapai  kesejahteraan  diri.  Dalam  aspek  ini  murid-murid  masalah pendengaran  memerlukan pendidikan  yang sesuai    mengikut tahap kemampuan  mereka.  Justeru guru-guru  Pendidikan  Khas  perlu  mempersiapkan  diri  dengan  pelbagai  pengetahuan,  kepakaran  dan  kemahiran  untuk mencapai  aspirasi  negara.  Selain  itu,  kerjasama,  kolaborasi  dan  sokongan  daripada  ibu  bapa,  pentadbir  sekolah,  pakar perubatan dan masyarakat amat diperlukan.

Isu dan Cabaran Dalam Penggunaan Bahasa Isyarat Malaysia (BIM) untuk Pengajaran Perkara Asas Fardhu Ain (PAFA)

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Syar Meeze Mohd Rashid ◽  
Norlidah Alias ◽  
Zawawi Ismail
Keyword(s):  
Special Education ◽  
Sign Language ◽  
Special Education Teachers ◽  
Deaf Community ◽  
Communication Barrier

This article discusses issues and challenges faced by special education teachers in using Bahasa Isyarat Malaysia to teach the deaf basics of fardhu ain. Firstly, the shortage of Islamic terminologies in sign language leads to communication barrier between the teacher and students. Besides that, the Fardhu Ain teachers are not well-versed with sign language. Another issue is that the curriculum used is meant for the typical community and unsuitable for the deaf community. Abstrak Artikel ini membincangkan tentang isu dan cabaran yang dihadapi guru  pendidikan  khas dalam  penggunaan  BIM untuk pengajaran PAFA kepada golongan pekak. Isu dan cabaran  yang  pertama  ialah  kekurangan  bahasa  isyarat agama  Islam  yang  menyebabkan  kesukaran  golongan pekak  dan  guru  yang  mengajar  untuk  berkomunikasi bagi  membincangkan  perkara   yang  berkaitan   dengan agama. Selain    itu,    isu    dan    cabaran    kedua    ialah ketidakmahiran    guru    PAFA    dalam    berkomunikasi menggunakan bahasa isyarat. Seterusnya isu dan cabaran ketiga   ialah ketidaksesuaian   kurikulum   PAFA   untuk golongan    pekak    kerana kurikulum    PAFA    yang digunakan kepada golongan pekak turut digunakan sama oleh golongan tipikal Muslim yang lain.

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