scholarly journals Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan

2021 ◽  
Vol 6 ◽  
Author(s):  
Bassam Alabdallat ◽  
Hatem Alkhamra ◽  
Rana Alkhamra
Keyword(s):  
Special Education ◽  
General Education ◽  
Teacher Perceptions ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Collaborative Teaching ◽  
General Education Teacher ◽  
The Social ◽  
Teaching Responsibilities ◽  
And Behavior

The purpose of this study was to investigate how general and special education instructors perceive their collaborative teaching responsibilities and their attitudes toward inclusive environments. A self-administered questionnaire was distributed to 300 teachers in accordance with the social interdependence theory and cooperative learning conceptual framework. The survey was composed of two parts. The first section examined collaborative teaching duties for both instructors. It included 29 items and four categories (planning, instruction, evaluation, and behavior management). The second section included 15 items to assess attitudes toward inclusion. The study enrolled a total of 233 teachers (123 in special education and 110 in general education) with a response rate of 78%. The results showed that there was agreement between general and special education on only one of the four domains (instruction). Additionally, special education teachers expressed a more favorable attitude toward inclusion than did general education teachers. The current situation’s implications were explored with an emphasis on the necessity for additional shared practical activities among teachers.

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

2020 ◽  
Vol 54 (1) ◽  
pp. 36-53
Author(s):  
Linda A. Reddy ◽  
Adam Lekwa ◽  
Elisa Shernoff
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Student Outcomes ◽  
Management Practices ◽  
Assessment System ◽  
High Poverty ◽  
Urban Elementary Schools ◽  
And Behavior

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

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>

Explaining the Decline in Special Education Teacher Employment From 2005 to 2012

2017 ◽  
Vol 83 (3) ◽  
pp. 315-329 ◽  
Author(s):  
Jim Dewey ◽  
Paul T. Sindelar ◽  
Elizabeth Bettini ◽  
Erling E. Boe ◽  
Michael S. Rosenberg ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Public Law ◽  
General Educators ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Disability Prevalence ◽  
Constituent Elements

Demand for special education teachers grew continuously from the passage of Public Law 94-142 in 1975 through 2005, when this trend reversed. From 2005 to 2012, the number of special education teachers employed by U.S. schools declined by >17%. The primary purpose of this investigation was to determine factors that contributed to this decline. We parsed change in number of special education teachers employed into four constituent elements and found that these recent reductions were fueled by decreases in disability prevalence and the relative ratio of teachers to students in special versus general education, which favored the latter. These changes have important implications for teacher preparation programs’ efforts to adequately prepare special and general educators and for policies designed to improve teacher quality.

Strategies for Integrated Collaborative Inclusion Relationships

2021 ◽  
pp. 100-130
Author(s):  
Jamie Mahoney ◽  
Carol A. Hall
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Collaborative Teaching ◽  
Roles And Responsibilities ◽  
Classroom Activities ◽  
Alternative Teaching ◽  
Group Settings ◽  
Inclusion Model ◽  
The One

This chapter examines the roles and responsibilities of general education and special education teachers in the inclusion model of teaching. Providing students with disabilities services within the inclusion model of services requires both teachers to use specialized strategies and methods such as the co-teaching models ensuring all students are successful within the classroom. These models include the one teach one observe, one teach one assist, station teaching, parallel teaching, alternative teaching, and teaming. Kagan provides collaborative teaching strategies to assist in helping students to learn to work together in during projects and other classroom activities. Students must learn to work in a cooperative manner to be prepared for future essential life skills and jobs. Employers are seeking students who can get along with others and work in group settings to accomplish tasks in a competitive field.

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