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>

Features of mental health and burnout syndrome in special education teachers of specialized educational institutions of school and primary vocational education

2021 ◽  
pp. 71-79
Author(s):  
Vadim Germanovich Suvorov ◽  
Tatyana Olegovna Belova ◽  
Kira Osipovna Suvorova
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Vocational Education ◽  
Special Education Teachers ◽  
Psychological Disorders ◽  
Burnout Syndrome ◽  
Educational Institutions ◽  
Early Formation ◽  
Psychological Features ◽  
Emotional Burnout

The article presents the results of a study of the psychological features of emotional burnout in 55 teachers— oligophrenic pedagogues. It was found that in this category of the surveyed, in comparison with teachers of mass educational institutions, there is a more frequent and early formation of burnout syndrome with a predominance of phases of stress and exhaustion, leading to pronounced psychological disorders.

scholarly journals Persepsi Bakal Guru Pendidikan Khas terhadap Pendidikan Khas di Malaysia

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 113-120
Author(s):  
Nurul Hidayah Liew Abdullah ◽  
Siti Fatimah Mohd Jamil ◽  
Marina Ibrahim Mukthar ◽  
Maziana Mohamed ◽  
Aini Nazura Paimin
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Education System ◽  
Teaching And Learning ◽  
Mean Value ◽  
Moderate Level ◽  
Educational Institutions ◽  
Special Education Needs ◽  
Level Of Knowledge ◽  
Effective Teaching And Learning

Persediaan dan tahap pengetahuan bakal guru pendidikan khas terhadap murid berkeperluan pendidikan khas (MBPK) adalah penting untuk memastikan penyaluran ilmu kepada golongan MPBK dapat dilaksanakan secara maksimum kerana cara mendidik dan mengajar MPBK berbeza dengan murid tipikal. Kajian ini dijalankan bertujuan untuk mengenal pasti persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai pendidikan khas di Malaysia. Kajian ini dilakukan secara kuantitatif deskriptif secara tinjauan di Institut Pendidikan Guru Malaysia (IPGM) Kampus Tun Hussein Onn, Batu Pahat, Johor. Sampel kajian ini terdiri daripada 42 orang pelajar tahun tiga yang mengambil bidang pendidikan khas. Data kuantitatif dianalisis secara deskriptif dengan menggunakan skor min dan sisihan piawai untuk mengenal pasti persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai sistem pendidikan khas dan kategori MBPK di Malaysia. Dapatan kajian menunjukkan bahawa tahap persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai sistem pendidikan khas dan kategori MBPK di Malaysia berada pada tahap sederhana iaitu masing-masing dengan nilai min 3.32 dan 3.61. Kesimpulannya, bakal guru pendidikan khas perlu mempunyai pengetahuan mengenai sistem pendidikan dan kategori MBPK di Malaysia untuk memastikan pengajaran dan pembelajaran yang lebih berkesan dilaksanakan kepada murid MPBK.  Oleh itu, institusi pendidikan yang berkenaan perlu mencari inisiatif supaya bakal guru pendidikan khas dapat dibekalkan dengan pengetahuan yang mencukupi sebelum berkhidmat.   The readiness and level of knowledge of pre-service special education teachers towards students with special education needs (MBPK) is important. As educating and teaching MPBK is different from typical students, the readiness and knowledge aid to ensure that the distribution of knowledge to MPBK can be implemented to the maximum.  Thus, this study was conducted to identify the perception of prospective special education teachers on knowledge of special education in Malaysia. This descriptive quantitative study was conducted by survey at the Malaysian Institute of Teacher Education (IPGM) Tun Hussein Onn Campus, Batu Pahat, Johor. The sample of this study consists of 42 third year students in the field of special education. Quantitative data were analyzed descriptively using mean scores and standard deviations to identify the perceptions of prospective special education teachers on knowledge of the special education system and MBPK category in Malaysia. The findings indicated that the level of perception of pre-service special education teachers on the knowledge of special education system and MBPK category in Malaysia is at a moderate level with a mean value of 3.32 and 3.61 respectively. This means that pre-service special education teachers perceive that the knowledge of the special education system in Malaysia and the knowledge of the MBPK category in Malaysia is at a moderate level only. In conclusion, pre-service special education teachers need to enrich their knowledge about the education system and MBPK category in Malaysia to ensure more effective teaching and learning approach is implemented for MPBK students. Therefore, the relevant educational institutions need to discover effective initiatives so that prospective special education teachers can be provided with sufficient knowledge before serving.

scholarly journals EXPANDING VOCABULARY FOR PRIMARY SCHOOL PUPILS WITH MENTAL DISABILITIES AND LANGUAGE UNDERDEVELOPMENT

2021 ◽  
Vol 2 ◽  
pp. 59-68
Author(s):  
Marite Rozenfelde ◽  
Veneranda Shkryaba ◽  
Aija Teresko
Keyword(s):  
Special Education ◽  
Mental Disorders ◽  
Primary School ◽  
Special Education Teachers ◽  
Educational Institutions ◽  
Mental Disabilities ◽  
Language System ◽  
New Information ◽  
Primary School Pupils

Pupils with combined disorders study in educational institutions; as a secondary disorder, the majority of pupils with mental disorders have insufficient development of the language system to varying degrees. Pupils with mental disorders have a narrow vocabulary and difficulty to express their thoughts clearly, as well as memory and the ability to memorize new information tend to be reduced. The curriculum in language lessons in primary school envisages that pupils with mental disorders learn to read, write, listen, understand information, learn to express one's thoughts correctly and in clear language, as well as to enrich vocabulary. The paper focusses on the methods of creating and developing vocabulary for pupils with mental disorders and insufficient development of the language system. The material developed and approbated by V. Shkryaba for the work of special education teachers in primary school is described.

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.

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