scholarly journals Exploration of Head teachers’ Attitudes towards Special Education Institutions’ Internal Efficacy: A Mix Method Approach

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Muhammad Zahid ◽  
Samina Ashraf ◽  
Musarrat Jahan
Keyword(s):  
Special Education ◽  
Educational System ◽  
Head Teachers ◽  
Teachers Attitudes ◽  
Method Approach

Head teachers are an important part of the educational system. They work hard, motivate their subordinates, keenly observe their teachers, students, and tried their best for the smooth running of institutions. Head teachers of special education schools possess constructive attitudes in this regard.

scholarly journals The Evaluation of Teacher's Competencies on Special Education Programs

2019 ◽  
Vol 8 (2S9) ◽  
pp. 362-368
Keyword(s):  
Special Education ◽  
Natural Environment ◽  
Mixed Method ◽  
Educational Program ◽  
Professional Competence ◽  
Educational Programs ◽  
Education Programs ◽  
Special Education Programs ◽  
Mutual Relations ◽  
Method Approach

This study was based on the understanding that special education programs are educational programs which aim to teach -students with physical and/or, psychological illnesses. It is required to develop knowledge, attitudes, and professional skills individually or collectively and members of the community in mutual relations with the cultural, social and natural environment. In this case, teachers need to have the appropriate competence to carry out their duties and functions correctly. This research aimed to evaluate the competence of teachers in special education programs and his implication to the graduate competencies. The study was conducted by using a mixed method approach. The results indicated that teachers have tremendous personal competence, social competence, professional competence and pedagogic competence. Thus, it can be interpreted that teachers have adequate competence to support the achievement of educational program objectives for special students. Adequate competency of the three competencies has implications for the competence of students. Mastery of attitude competency in special education programs is essentially required good, as well as in mastery of knowledge competency.

Assessment and Attempted Modification of Future Teachers' Attitudes toward Handicapped Children

1977 ◽  
Vol 44 (2) ◽  
pp. 540-542 ◽  
Author(s):  
Thomas S. Parish ◽  
Gerald M. Eads ◽  
Nancy H. Reece ◽  
Mary A. Piscitello
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Education Majors ◽  
Future Teachers ◽  
Mentally Handicapped ◽  
Negative Attitudes ◽  
Introductory Course ◽  
Teachers Attitudes ◽  
Physically Handicapped ◽  
Special Education Majors

In a study designed to determine whether future teachers have negative attitudes toward groups of exceptional children based upon the labels attached to these children, 13 special education majors and 32 students majoring in other fields of education were administered the Personal Attribute Inventory at the beginning and conclusion of an introductory course in special education. Results for labels, physically handicapped, educable mentally handicapped, and learning disabled, indicated that the latter two were evaluated significantly less positively than the first on both pre- and post-course testings. There were no significant differences between the respondents' pre- and post-course ratings of the three labels. Interestingly, special education majors were significantly more positive in their pre- and post-course evaluations than non-special education majors. These findings certainly are not supportive of “mainstreaming” children who have been categorized as either learning disabled or educable mentally handicapped.

Development of an Instrument for Teachers’ Attitudes towards Academic Supervision performed by Supervisors in Schools of Special Education

2021 ◽  
Vol 7 (1) ◽  
pp. 40
Author(s):  
Triyanto Pristiwaluyo ◽  
Syamsuddin Syamsuddin
Keyword(s):  
Special Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Instrument Development ◽  
Validity And Reliability ◽  
Education Standards ◽  
South Sulawesi ◽  
Development Framework ◽  
Confirmatory Factor ◽  
Teachers Attitudes

This study aims to develop an instrument for teachers’ attitudes toward academic supervision performed by supervisors in special education. This is an instrument development study working under the modified six-step development framework introduced by Djaali and Sumadi. The validity of the study was examined by two experts in measurements. The instrument was tested on 94 teachers in schools of special education in South Sulawesi. The validity and reliability were estimated using the confirmatory factor analysis by Lisrel program. The instrument produced from this attempt were 44 questions in a form of likert scale; the validity was 0.90 and the reliability was 0.96, and it was done under a tridimensional structure (i.e., monitoring, assessment, and coaching). The dimension of monitoring measured the execution of eight education standards observed by school supervisors. The dimension of assessment measured the performance of supervisors during a class supervision that was taught by a teacher of special education. The dimension of coaching measured the supervisors’ performance in giving motivation, delivering training, and providing feedback for teachers of special education. It was done in order to make the teachers more professional and independent in completing their tasks and responsibilities as teachers for special education. Therefore, the instrument produced from this research is expected to be able to describe the teachers’ attitudes toward academic supervision performed by the school supervisors.

Taalvaardigheidsonderzoek bij Taalgestoorde Leerlingen in het Voortgezet Onderwijs

1998 ◽  
Vol 60 ◽  
pp. 29-38
Author(s):  
E.A. Burger ◽  
G. Rijpma
Keyword(s):  
Special Education ◽  
Pilot Study ◽  
Language Development ◽  
Educational System ◽  
Financial Support ◽  
Language Disorder ◽  
Language Skills ◽  
Specific Language ◽  
Language Impaired ◽  
Grammatical Errors

Adolescent speakers of Dutch who have a language disorder cannot as yet be identified by generally acknowledged tests. However, in the future this will become necessary to apply for special education or financial support in the regular educational system. Based on a survey of the literature concerning normal and disordered language development in children up age 10, this article presents a pilot study in which the language skills of 10 specific language-impaired students are compared with those of 10 normally developing peers. Tasks are used both within academic and communicative contexts. Between the groups significant differences appear on two aspects only: the number of grammatical errors made while telling a story, and the length of the sentences used in writing a story. These two aspects therefore appear to be useful in the process of identifying language-disordered adolescents.

scholarly journals Improving Completion Rates in Adult Education Through Social Responsibility

2016 ◽  
Vol 28 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Bjarne Wahlgren ◽  
Kristina Mariager-Anderson
Keyword(s):  
Adult Education ◽  
Social Responsibility ◽  
Educational System ◽  
Training Programs ◽  
Drop Out ◽  
Completion Rates ◽  
Educational Culture ◽  
Drop Out Rates ◽  
Teachers Attitudes ◽  
Positive Effect

Dropout is a serious problem within education. This article reports on an intervention project, titled “New Roles for the Teacher—Increased Completion Rates Through Social Responsibility,” which sought to reduce nonattendance and drop-out rates in the Danish adult educational system by improving teachers’ competences. This goal was pursued by engaging teachers in training programs aimed at improving their relational competences. The data showed that these focused training programs have an effect on the educational culture at the colleges and on the teachers’ attitudes toward the importance of reducing drop-out rates. As a consequence, the teachers acted more consistently and purposefully to prevent dropout, and a positive effect of the intervention on drop-out rates was documented.

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