26,042 research outputs found

    Support for the beginning special educator through high quality mentoring

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    Approximately 50% of school districts across the nation have reported barriers in obtaining highly qualified teachers (U.S. Department of Education, 2009). Beginning special education teachers report that they often feel they lack the prerequisite skills for working with their students, particularly students from culturally and linguistically diverse backgrounds. Special educators often feel unsupported and overwhelmed by the continuous changes in districts related to No Child Left Behind (NCLB). Additionally, nationwide alternative programs are being developed as a means for special education teachers to clear their credential outside of the university setting. The need for support of these teachers in today\u27s schools is critical. This article highlights best practices for development of high quality mentoring for beginning special education teachers based on meaningful relationships, guidance, and reflective practices

    Special Education teachers ROCK!

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    Embarking on your career as a special educator?! We need you! Come join me in adding tips, tricks, and strategies to reach learners with learning disabilities and improve their chances to succeed. Leave with an excitement for reaching students with disabilities knowing you can and will make a difference

    Examination of parental and special education teachers' attitudes towards sports activities of students with intellectual disability

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    The purpose of this study was to examine the attitudes of parents of students with intellectual disability and special education teachers working in special education schools to the sports activities of students with intellectual disability (ID).The study included 92 volunteer teachers who worked in special education schools, and 116 voluntary parents of children with ID who attended special education schools. The "Attitude Towards Sports Activities of Intellectually Disabled Individuals Scale" was used by participants to determine their attitudes towards the participation of students with intellectual disabilities. The total scale scores of the teachers and the parents were 100.39 ± 9.41 and 117.00 ± 15.47, respectively. When the scale scores of the teachers and the parents were compared, there was a statistically significant difference in favor of the parents (p = 0.000). The results of this study have shown that special education teachers and parents of students with intellectual disabilities have positive attitudes towards their participation in sports activities. The attitudes of the parents were found to be more positive than those of the special special education teachers. © 2018 by authors, all rights reserved

    Supporting Beginning Special Education Teachers

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    Teacher Perceptions of Administrator Support in Special Education Classroom Management

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    The problem studied was that K-12 administrators were challenged to consistently implement leadership strategies that supported novice special education teachers’ classroom management skills. The purpose of this study was to examine K-12 administrators’ support for novice special education teachers’ classroom management skills. The study was guided by three key research questions regarding how K-12 administrators described their leadership strategies in supporting novice special education teachers’ classroom management, how novice special education teachers described the strategies administrators used in classroom management, and what assistance from administrators novice special education teachers believed they needed to improve their classroom management skills. To answer these research questions, a basic qualitative study was carried out. Data were collected from two participant groups and analyzed using qualitative thematic analysis. The results of the study contribute to positive social change by offering insight into how school administrators can better support novice special education teachers. These results may benefit both novice special education teachers who require better administrative support and administrators who wish to support teachers better; moreover, the ultimate beneficiaries of improved support of special education teachers are special needs who will receive a better education

    Identification of valid, reliable, discriminating criteria for use in developing evaluation instruments for special education teachers

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    This study sought to determine discriminating, reliable, and valid criteria to evaluate the performance of special education teachers. Data were collected on criteria to distinguish high performing special education teachers from average and poor performing special education teachers. A sample of over 500 principals/supervisors, teachers, related services personnel, and knowledgeable others was administered a 49-item questionnaire. In addition, the investigation endeavored to determine if appraisers\u27 ability to rate a special education teacher varied according to job assignment. In particular, it tried to verify the ability of typical building principals to make performance evaluation judgments about special education teachers. The study also attempted to determine whether a difference existed between discriminating items for regular and special education teachers. Voluntary participation for the study included 33 special education teachers from school districts located in Arizona, Arkansas, Iowa, Montana, New York, and Nevada. Each of the 33 special education teachers was evaluated by 15 to 18 raters;Results showed that: (1) all 49 of the survey items discriminated or measured differences between the 33 special education teachers at least at the.05 level of significance; (2) performance criteria found to be discriminating for regular education teachers were also able to discriminate for special education teachers; (3) ratings by raters with little or no special education background were not significantly different from raters with certification in special education; (4) effective teacher behaviors in the regular classroom appear to be effective behaviors for the special education teacher; (5) effective behaviors of special education teachers appear to be readily observable by a variety of observers with various backgrounds and training; and (6) regular educators, particularly principals and supervisors, are capable of making valid observations of special education teacher performance;The study also includes a list of 49 performance criteria for special education teachers based on discrimination power that may be used to develop a performance evaluation instrument for special education teachers

    Linking Collaborating Special Education Teachers

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    Few would disagree with the following statement: When students participate, they learn more. Yet, novice and experienced teachers alike can attest to many students being passive participants in their coursework

    UAE Teachers’ Awareness & Perceptions of Testing Modifications

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    The objectives of this study were threefold: (a) to determine whether the Unit-ed Arab Emirates (UAE) general and special education teachers were making any specific testing modifications for students with disabilities; (b) to survey UAE general and special education teachers’ perceptions of testing modifications in terms of their usefulness, easiness, and fairness; and (c) to explore possible differences between general and special education teachers’ aware-ness and perceptions of testing modifications. Two hundred and eleven UAE general and special education teachers participated in this study. Results re-vealed that participants have a moderate level of awareness of testing modifications when assessing students with disabilities. Additionally, UAE teachers as a group perceived testing modifications as easy to make and fair. Statistically significant differences were found between general and special education teachers where special education teachers were found to be more informed than general education teachers
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