Relevant bibliographies by topics / Special education teachers Victoria

Academic literature on the topic 'Special education teachers Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Special education teachers Victoria"

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Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1017/s1030011200025677.

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Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.
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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.

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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs. The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome. Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers. In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.

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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.
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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (June 4, 2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.

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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.
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O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.

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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.
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Thomas, Tony. "The Age and Qualifications of Special Education Staff in Australia." Australasian Journal of Special Education 33, no. 2 (October 1, 2009): 109–16. http://dx.doi.org/10.1375/ajse.33.2.109.

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AbstractThis article reports on the results of a survey distributed in April 2007 to government special education schools and settings throughout Australia. The survey collected information about the age and special education qualifications of teaching staff. It followed a similar survey that was distributed in May 2006 to Victorian special schools that found that 44.9% of teachers and principals were aged 50 years or more, and 68.9% had a special education qualification. In the current survey, the percentage of principals and teachers aged 50 years or more in the responding schools ranged from 37.5% in New South Wales to 51.0% in the Australian Capital Territory. The percentage of special education qualified staff varied from 53.1% in the Australian Capital Territory to 86.6% in Western Australia. These results are examined in further detail and possible implications discussed.
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Feeney, Carmel, and G. F. Best. "Transition of integrated students and students with special needs from primary to secondary school." Australasian Journal of Special Education 21, no. 1 (January 1997): 36–44. http://dx.doi.org/10.1017/s1030011200023812.

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Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.
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Grbich, Carolyn, and Stewart Sykes. "Access to Curricula in Three School Settings for Students with Severe Intellectual Disability." Australian Journal of Education 36, no. 3 (November 1992): 318–27. http://dx.doi.org/10.1177/000494419203600307.

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The area of severe intellectual disability has received little attention in Australian research. This Victorian study examined the issue of access to curricula in post primary school and special school placements for a group of students with severe intellectual disability. Results from the investigation indicated: that parents were generally dissatisfied with the lack of choice available regarding educational placements and the lack of opportunity for them to contribute in a supportive manner to their daughter's/son's schooling: that teachers in post primary schools reported an urgent need for special training or for specialised staff to assist them with curricular modification: and that the female students in this group experienced disadvantage in several curricular areas.
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Roberts, Eileen, and Patrick Griffin. "Profiling Transitions in Emotional Development for Students With Additional Learning Needs." Australasian Journal of Special Education 33, no. 2 (October 1, 2009): 151–61. http://dx.doi.org/10.1375/ajse.33.2.151.

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AbstractThe aim of the research described in this article was to build a protocol for describing students' development of emotional knowledge and understanding, and to tailor this to the requirements of assessing the progress of students with additional needs. The paper reports the establishment of such a developmental profile, using procedures for defining standards-referenced frameworks (Griffin, 2007) to create an observation questionnaire of students' emotional skills. This approach relies on the knowledge and collaboration of experienced teachers and researchers in the fields of special education and emotional development to establish an hypothesised framework of critical skills, observable behaviour statements, and developmental criteria that map qualitative transitions in student performance. The framework was subsequently validated against observation data gathered by teachers in 2007, from 77 Victorian government schools (21 mainstream, 56 special education) on 1597 students (3 to 18 years) with additional needs. Their responses were calibrated using partial credit item response modelling to empirically identify major transitions in students' emotional development and to establish the construct validity of the profile. In the area of students' emotional development, teachers have limited access to information that supports their assessment of progress and underpins decisions about setting goals for learning and appraising teaching strategies. The proposed article describes early stages of a research program that attempts to redress this situation by working with teachers to develop an appropriate and inclusive profile of emotional development for students with additional needs.
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.

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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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Dissertations / Theses on the topic "Special education teachers Victoria"

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Roach, Amanda Janelle. "Teacher burnout special education versus regular education /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.

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Chung, Holly Elizabeth. "Paraeducators in special education classrooms /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.
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Suelter, Barbara L. Halinski Ronald S. Thomas Clayton F. "Building administrator participation in special education a factor in special education teacher job satisfaction /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616850.

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Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 13, 2005. Dissertation Committee: Ronald S. Halinski, Clayton F. Thomas (co-chairs), Robert L. Arnold, Thomas E. Caldwell, Mary Ann Lynn. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.
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McNamara, Karen. "Special education understandings of prospective teachers." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279976.

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The purpose of the present study was to explore the broad query of prospective teachers' understandings about special education. The study, which employed qualitative methods, involved two undergraduate prospective teachers as participants. Both participants were engaged in an initial field experience as part of their elementary teacher preparation program. The study was designed to gain a sense of the ways in which the prospective teachers describe special education. Additionally, particular disability categories and inclusion were considered as part of the study. The participants both anticipate having students with special needs in their respective future classrooms. Several intriguing findings and implications resulted from addressing the two research questions, which examined the special education understandings of prospective teachers. The study was intended to contribute to the knowledge base of special education understandings and extend the existing valuable body of work in the area of teacher beliefs.
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McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus. The purpose of this study is, therefore, to provide information on the development of such a program and to examine the needs and possible future directions of teacher preparation in special education for Early Childhood Education.
Education, Faculty of
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Newton, Norrisa. "Examining Attrition Among Bahamian Special Education Teachers and Implications for Special Education Reform." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5508.

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Increasing levels of teacher attrition in special education within Bahamian public schools are preventing students with learning disabilities from achieving their learning goals within inclusive classroom settings. Addressing factors that influence attrition is vital to enhance the quality of education and the efficacy of educators while supporting positive social change. The purpose of this general qualitative study was to ascertain why Bahamian educators leave special education. This was achieved by exploring the influencing factors that have incited the decisions of public special education teachers within The Bahamas to resign or request premature retirement from the teaching profession, as well as how job satisfaction influences teacher retention within The Bahamas' public education system. Twelve Bahamian public educators (8 former special educators, 3 current reading specialists, and 1 current resource teacher) from a major city were randomly selected to participate in semistructured interviews. Data were analyzed via open coding. Job satisfaction, social cognitive, and social cognitive career theories were used as a lens through which to understand educators' career decisions. Findings revealed that Bahamian educators leave special education due to (a) lack of specialized training, (b) lack of administrative support, and (c) burnout. Contrary to existing literature, findings revealed that poor student behavior does not significantly influence attrition among educators, and a love for children does not significantly motivate teachers to remain. Mentoring and induction programs were cited as ineffective means of teacher retention. Educators are more likely to stay when they feel valued, appreciated, supported, and respected by administrators, colleagues, and parents.
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Charley, Carmen Yvette. "General Education and Special Education Teachers' Attitudes Toward Inclusion." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/458.

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Educational reformers have mandated inclusion of students with disabilities in the general education classroom. However, general education teachers often do not regularly receive training in inclusive practices, and this lack of training can affect teachers' attitudes and levels of self-efficacy, which may ultimately affect their ability to successfully teach students with disabilities. The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and if levels of self-efficacy (overall and 3 subscales), gender, education level, teacher type, and grade level taught were predictors of Teachers' Attitudes Toward Inclusion. The theoretical framework for this cross-sectional study was Bandura's theory of self-efficacy. The sample consisted of 118 elementary and middle school teachers in a rural district in South Carolina. Data were collected using an online survey, and a 2-way ANOVA and multiple regression were conducted to answer the research questions. Results indicated that special education teachers' attitudes towards inclusion were significantly more positive than those of general education teachers and that teacher type and the 3 self-efficacy subscales were predictors of Teachers' Attitudes Toward Inclusion. For each, higher levels of self-efficacy were associated with more positive attitudes toward inclusion. Social change may be achieved if school district administrators implement teacher training to improve teacher self-efficacy regarding inclusive practices. By doing so, teachers might increase their appropriate use of inclusive strategies, which might ultimately improve student outcomes.
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Simone, David S. "Determinants of burnout in special education teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0025/MQ30988.pdf.

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Blaisdell, Alfred. "Special Education Teachers' Perceptions of Self-Efficacy." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929973.

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This study provides qualitative data on topics related to the self-efficacy of teachers working in the field of special education. A guided discussion with a group of special educators provided data on four areas of focus: perceived limits on efficacy, practices for developing efficacy, systematic practices for preventing false efficacy, and personal consideration given to self-efficacy. Educator responses were collected and coded for common themes by the researcher. Commonalities in responses included the perceived existence of both internal and external limitations to efficacy, the importance of educational leadership and in the development of self-efficacy, the belief in both educator evaluation and collaboration as a means of preventing false efficacy, and self-efficacy as a consistent consideration in the minds of special educators.

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Hippler, Brooke Jenkins. "Self-management by beginning special education teachers /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501406811.

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Books on the topic "Special education teachers Victoria"

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Preparing effective special education teachers. New York: The Guilford Press, 2012.

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Special education for all teachers. 6th ed. Dubuque, Iowa: Kendall Hunt, 2013.

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Ron, Colarusso, and O'Rourke Colleen M, eds. Special education for all teachers. 3rd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 2004.

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Viv, Hinchcliffe, and Sandow Sarah, eds. What teachers do: Developments in special education. London: Paul Chapman Pub., 1995.

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Mike, Hinson, and National Association for Remedial Education (Great Britain), eds. Teachers and special educational needs. Burnt Mill, Harlow, Essex: Published by Longman Group UK in association with NARE, 1987.

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National Clearinghouse for Professions in Special Education. Promoting special education career awareness. Reston, Va: Council for Exceptional Children, 1992.

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Connelly, Robert. Opportunities in special education careers. Lincolnwood, Ill., USA: VGM Career Horizons, 1995.

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Ireland, Teachers' Union of. Students with special education needs. Dublin: Teacher's Union ofIreland, 1989.

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L, Westling David, and McLeskey James 1949-, eds. Special education for today's teachers: An introduction. 2nd ed. Upper Saddle River, N.J: Pearson, 2011.

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Rosenberg, Michael S. Special education for today's teachers: An introduction. 2nd ed. Upper Saddle River, N.J: Pearson Education, 2011.

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Book chapters on the topic "Special education teachers Victoria"

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Wilmshurst, Linda, and Alan W. Brue. "Teachers and Parents." In The Complete Guide to Special Education, 3–10. Third edition. | New York, NY: Routledge, [2018] |: Routledge, 2018. http://dx.doi.org/10.4324/9781315111568-2.

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Kroeger, Stephen D., and William C. Hunter. "Preparing teachers to use culturally responsive practices." In Redesigning special education teacher preparation, 17–40. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315518459-3.

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Ye, Wangbei. "Special Rank Teachers' morality development in China." In Moral Education in China, 190–207. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003367345-12.

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Folio, M. Rhonda. "Evaluating Preparation Programs for Special Education Teachers." In Evaluating Preparation Programs for School Leaders and Teachers in Specialty Areas, 91–105. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2199-3_6.

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Thomas, David. "Initial Training Needs of Special Education Teachers." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol224:213—Vol224:P4. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-116.

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Long-Mitchell, Linda A. "High-Achieving Black Adolescents' Perceptions of How Teachers Impact Their Academic Achievement." In Special Populations in Gifted Education, 99–123. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-6.

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Povey, Robert, and Peter Abbotts. "Training For Special Needs." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol227:158—Vol227:178. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-150.

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Valdez, Daniel, Liliana Gómez, and José Luis Cuesta. "Inclusive Education and Autism Spectrum Disorders: The Working Practice of Supporting Teachers in Argentina." In Handbook of Early Childhood Special Education, 473–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_25.

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Lemekh, Elena A., and Olga Y. Svetlakova. "Inclusive Education and Inclusive Rehabilitation: Perceptions of Teachers from Different Types of Educational Institutions." In Education of Children with Special Needs, 245–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_26.

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Croft, Alison, Susie Miles, Rhona Brown, Jo Westbrook, and Sarah Williams. "Teachers Developing Knowledge in Low- and Middle-Income Countries." In The Wiley Handbook of Diversity in Special Education, 445–66. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768778.ch21.

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Conference papers on the topic "Special education teachers Victoria"

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Bar-On, Sari, and Bella Gavish. "ROLE PERCEPTION OF NOVICE TEACHERS: GENERAL EDUCATION TEACHERS VS. SPECIAL EDUCATION TEACHERS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0019.

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Fattum, Amtiaz, and Esmael Salman. "SPECIAL EDUCATION TEACHERS’ PERCEPTIONS ABOUT THE INTEGRATION OF IPADS IN SPECIAL EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1864.

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Cristaldi, Giusy, Gretchen Richards, Andrew Csizmadia, Charles Riedesel, and Francesco Maiorana. "SPECIAL EDUCATION FOR SPECIAL STUDENTS: EXPERIENCE REPORTS FROM TEACHERS’ EDUCATORS AND IN THE FIELD TEACHERS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1648.

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Antoni, Valentin, Felix Maurer, Odile Cesari, Christian Eichhorn, and Hannes Hogni Vilhjalmsson. "Augmented Virtuality Training for Special Education Teachers." In 2022 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct). IEEE, 2022. http://dx.doi.org/10.1109/ismar-adjunct57072.2022.00072.

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Li, Xiu. "Thinking on Special Education Teachers' On-the-job Training Based on the Professional Standard for Special Education Teachers." In 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.31.

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Ashimkhanova, Gulbanu S., and Akbota N. Autaeva. "About the professional competence of special education teachers." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-370-376.

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In this article, the authors consider the main conditions and ways to improve the quality of professional competence of teachers of special education. The main conditions for successful professional competence are the improvement of psychological and pedagogical and special knowledge about the competent interaction of a teacher and a child with special educational needs, the organization of the educational process aimed at developing the professional competence of teachers in teaching and raising children with special educational needs.
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Braun, Gina. "Distance Learning: Special Education Teachers Share Their Experiences." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688233.

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Oyinloye, G. O., and Osalusi F.M. "Session 11: Pedagogy | Investigating Teachers Knowledge of Kindergarten Instructional Strategies." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0041.

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Tortu-Rueter, Donna. "Session 4: Inclusive Education | Examining General and Special Education Teachers’ Perceptions of Inclusion." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0016.

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Bao, Jinxia, and Xiaoling Huang. "The Training for Special Education Schools Physical Education Teachers in Chongqing." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.4.

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Reports on the topic "Special education teachers Victoria"

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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Polgun, K. The use of a higher mathematics electronic instructional and methodological package within inclusive learning environment. Association 1901 «SEPIKE», 2017. http://dx.doi.org/10.31812/0564/2053.

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The article shows the need for developing a higher mathematics electronic instructional and methodological package for students with special needs. Structural elements of the above package have been described. The distinctive features of each of them have been identified. The purpose of creating a higher mathematics electronic instructional and methodological package is to ensure the formation of mathematical competence of inclusive groups' students. The efficiency of the package developed has been corroborated by the experimental data. The article may be interesting for teachers of institutions of higher education with inclusive learning framework.
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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko, and Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

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Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.
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Osadchyi, Viacheslav, Hanna Varina, Evgeniy Prokofiev, Iryna Serdiuk, and Svetlana Shevchenko. Use of AR/VR Technologies in the Development of Future Specialists' Stress Resistance: Experience of STEAM-Laboratory and Laboratory of Psychophysiological Research Cooperation. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4455.

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The scientific article deals with the analysis of peculiarities of the use of innovative AR/VR technologies in the process of developing future special- ists’ stress resistance. Based on the analysis of the introduction of AR/VR tech- nologies in the context of the implementation of a competency-based approach to higher education; modern studies on the impact of augmented reality on the emotional states and physiological features of a person in a stressful situation, the experience of cooperation of students and teachers at the Laboratory of Psy- chophysiological Research and STEAM-Laboratory has been described. Within the framework of the corresponding concept of cooperation, an integrative ap- proach to the process of personality’s stress resistance development has been designed and implemented. It is based on the complex combination of tradition- al psycho-diagnostic and training technologies with innovative AR/VR technol- ogies. According to the results it has been revealed that the implementation of a psycho-correction program with elements of AR technologies has promoted an increase of the level of personality’s emotional stability and stress resistance. The level of future specialists’ situational and personal anxiety has decreased; the level of insecurity, inferiority, anxiety about work, sensitivity to failures has also decreased; the level of flexibility of thinking and behavior, ability to switch from one type of activity to another one has increased; general level of person- ality’s adaptive abilities has also increased. The perspectives of further research include the analysis of the impact of AR/VR technologies on the future profes- sionals’ psychological characteristics in order to optimize the process of im- plementing a learner-centered approach into the system of higher education.
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Learning Disabilities: Preservice Preparation of General and Special Education Teachers. Rockville, MD: American Speech-Language-Hearing Association, 1998. http://dx.doi.org/10.1044/policy.rp1998-00127.

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Schooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.

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The Government of Kenya is committed to providing equal education opportunities to all of its citizens. As a result, there has been rapid development in education since independence to ensure that as many children as possible enroll in schools and complete their studies. This study was carried out primarily to get a holistic picture of the school environment for adolescents and other relevant factors that might interfere with the whole learning/teaching process. Special attention was paid to the education of girls and the factors that might lead to their dropping out of school. The study was conducted jointly by the Ministry of Education and the Population Council in three districts in Kenya. Many aspects of school education were covered including physical facilities, financing of education, curriculum, teacher-pupil relationships, and teachers’ attitudes. This report provides a balanced view of school education provided in the three districts that are representative of the situation elsewhere in the Republic of Kenya.
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