The Special School Teacher

2013 ◽  
pp. 418-423
Keyword(s):  
School Teacher ◽  
Special School

scholarly journals Mental Health of Special School Teachers

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Poonam ◽  
Dr. Shashi Malik
Keyword(s):  
Mental Health ◽  
Special Education Teachers ◽  
School Teacher ◽  
Special School ◽  
Cluster Sampling ◽  
School Teachers ◽  
Random Cluster ◽  
Self Evaluation ◽  
Different Dimensions ◽  
T Values

The present study was carried out with the main aim of studying and comparing of mental health of special school teachers. The data was collected by using Mental Health Inventory (MHI) constructed and standardized by Jagdish and Srivastava (1984) with the help of purposive random cluster sampling from South Delhi. Mean, S.D., and t-values were calculated for different dimensions and over all mental health between male and female special school teachers. The findings of the research revealed that overall average mental health of special education teachers is poor. Male special school teachers were found to have better mental health than female special school teachers in terms of Positive self evaluation, Autonomy, Group oriented attitude and Environment competence. While with regards to the dimension: Perception of reality and Integration of personality Female special school teacher were found to have better health than male special school teachers.

scholarly journals PENYELENGGARAAN PAI PADA SLB DI JAWA TIMUR

2017 ◽  
Vol 7 (4) ◽  
Author(s):  
Evi Sopandi
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Teaching And Learning ◽  
School Teacher ◽  
Special School ◽  
Special Schools ◽  
National Education ◽  
Islamic Religion ◽  
Religion Teacher ◽  
Teaching Learning

AbstractThe purpose of this research is to acquire an objective and comprehensive information about the implementation of Islamic religion teaching and learning process for special school for special care children. Result of the research finds that special schools have done Islam religion teaching learning process so far besides, it has found that most of the teachers of Islamic religion at special school (SLB) are not teacher with the qualification of Islam religion background (PGA and Tarbiyah) teacher training. But with the background of special school teacher training background (SGPLB and LPTK PLB). The teaching learning process PAI at special school generally runs normativelly. The efforts to supervise and develop the competence and profession of Islam religion teacher at special school are still considered insufficient, got in its supervision and its control. Those who are supposed to be involved supervising the teacher od Islam religion at special schools are department of religion, department of National Education (provincial office) and controllers on the executors in the field, herve not played optimal role yet. 

scholarly journals Inclusive Special School Teachers’ Self-Assessment of their Diagnostic and Therapeutic Knowledge and Skills

2019 ◽  
Author(s):  
ANNA BORZĘCKA
Keyword(s):  
School Teacher ◽  
Educational Interventions ◽  
Special School ◽  
School Teachers ◽  
Self Assessment ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Diagnosis And Therapy ◽  
Specialist School ◽  
Nominal Variables

Anna Borzęcka, Inclusive Special School Teachers’ Self-Assessment of their Diagnostic and Therapeutic Knowledge and Skills. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 181–195. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.09Diagnostic and therapeutic competences are necessary for the effectiveness of didactic and educational interventions undertaken by a professional specialist school teacher. In order for the teacher to be able to cope with the tasks assigned by special pedagogy, he must have theoretical and practical preparation in the field of diagnosis and therapy. The future of a special school pupil will depend on his knowledge and skills. The article presents research on declarative sources of teaching knowledge and skills in the field of diagnosis and therapy as well as their selfassessment, taking into account nominal variables (age and job seniority).

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