Journal articles: 'Special needs educators'

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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." JARES (Journal of Academic Research and Sciences) 3, no. 2 (September 10, 2018): 20–32. http://dx.doi.org/10.35457/jares.v3i2.491.

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Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs ’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs school system as the main tool of academic achievement evolvement, psychological achievement, and for student physical and mental development. Two way communication between teacher and parent become the main role of quality of children with special needs family. Communication from parent could help teacher have better knowledge about student that would help teacher to plan their class in the best method they could teach to be effective learning for each student. for children with special needs class could not only involve teacher and school system but also a good network system from parent and institutions from outside class that has impact in the children with special needs physical and mental development. It is necessary to have a certain system to connect every role in children with special needs environment to record their development through communication network system involving school, family, health institution and community as communication ’s instrument support so the learning achievement would be optimally performed

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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." Journal of Academic Research and Sciences (JARES) 3, no. 2 (September 10, 2018): 20–32. http://dx.doi.org/10.30957/jares.v3i2.491.

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Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs school system as the main tool of academic achievement evolvement, psychological achievement, and for student physical and mental development. Two way communication between teacher and parent become the main role of quality of children with special needs family. Communication from parent could help teacher have better knowledge about student that would help teacher to plan their class in the best method they could teach to be effective learning for each student. for children with special needs class could not only involve teacher and school system but also a good network system from parent and institutions from outside class that has impact in the children with special needs physical and mental development. It is necessary to have a certain system to connect every role in children with special needs environment to record their development through communication network system involving school, family, health institution and community as communication’s instrument support so the learning achievement would be optimally performed

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Martens, Mary-Helen. "Inservice Education for Special Education Resource Teachers." Australasian Journal of Special Education 13, no. 2 (January 1990): 39–45. http://dx.doi.org/10.1017/s103001120002220x.

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The Professional Development for Special Educators program was first developed in 1986 as a response to a need within the Archdiocese of Canberra-Goulburn. At that time the Archdiocese employed approximately 40 full-time and/or parttime Special Education Resource Teachers to work in regular primary schools. In the preceding years the following had become apparent: •the nature of the role of the special educator in the regular school was changing;•the expectations of the special educator, held by classroom teachers and principals, were diverse and at times unclear;•the special educator was often unsure of his/her role and of how best to respond to the needs within the school;•the level of expertise and experience of the special educators varied greatly.

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Holmqvist, Mona, Lotta Anderson, and Lisa Hellström. "TEACHER EDUCATORS’ SELF-REPORTED PREPAREDNESS TO TEACH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION." Problems of Education in the 21st Century 77, no. 5 (October 16, 2019): 584–97. http://dx.doi.org/10.33225/pec/19.77.584.

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This research explores teacher educators’ self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators’ self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability. One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs. Keywords: disability research, inclusive teaching, professional development, special educational needs, teacher education.

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Brennan, Kathleen B., April D. Miller, and J. Patrick Brennan. "Promoting a Positive Image: Public Relations Strategies for Special Educators." Rural Special Education Quarterly 19, no. 1 (March 2000): 26–30. http://dx.doi.org/10.1177/875687050001900105.

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Public relations for schools has been a topic of discussion for many years. Application of public relations campaigns to the field of special education though, has not been prevalent. Special educators have their hands full already! They must teach the students, keep parents informed, collaborate with fellow educators for inclusion, and provide real life experiences in the community, while communicating a positive image of their students, co-workers, school, and neighborhood. It is important to understand the special educator's role and to have strategies that can help advocate and communicate the plight and successes of children with special needs. By starting a public relations campaign the first day of school that continues throughout the year, a special educator can do a lot to promote the positive image and increase awareness for the incontestable rights of students. This article provides a monthly calendar of suggested activities as well as general guidelines for getting a public relations campaign started that can work as well in a small rural school as in a big inner city school.

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Bordyug, Yulia. "Model of the formation of educators’ readiness to work with the children in the special groups of preschool educational establishments." Pedagogical Process: Theory and Practice, no. 4 (2018): 97–104. http://dx.doi.org/10.28925/2078-1687.2018.4.97104.

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The article is devoted to the actual problem of preschool special (corrective) education – providing quality educational services for children who have special educational needs in the system of modern preschool education. It is dedicated into the problem of using interactive methods for educators’ readiness to work with the children who have special educational needs. The actual problem of education is highlighted; it is provision of equal rights and opportunities for preschool children who have violations in psychophysical development. The aim of the article is to present the results of the research on the model of the formation educators’ readiness in special groups of preschool education institutions to provide correctional and developmental services (assistance). The essence of methodical work, goals and tasks regarding the readiness of educators to work with the children who have special educational needs are determined. It is emphasized on the need to create appropriate conditions for the development, education, upbringing, early rehabilitation and socialization of children who have special educational needs. The introduction of interactive adult learning methods opens up new opportunities for educators: to share experiences and ideas; to save time; to refine already existing content; to create conditions for mastering of new content, new pedagogical and professional innovative technologies; actualization of the creative potential of educators working with children who have special educational needs. The article presents the results of the research, which are aimed at substantiating the influence of interactive lessons on the formation of the readiness of educators to work with children in conditions of special groups of preschool education. The goals and objectives of using of interactive technologies in pedagogical practice and methodical work with educators working with the children who have special educational needs are defined.

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Banati, Arum Umamil, and Nurul Hidayati Rofiah. "PERAN PENDIDIKAN DALAM PROSES PEMBELAJARAN INKLUSIF (STUDI KASUS DI SD MUHAMMADIYAH DADAPAN KABUPATEN SLEMAN)." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1, no. 1 (March 17, 2018): 29. http://dx.doi.org/10.12928/fundadikdas.v1i1.67.

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Inclusive learning is to provide a service system for children with special needs to be served in the nearest school or regular school with their peers. In the implementation of inclusive learning in schools requires serious handling from related parties, especially parents, the school, government and the community. Therefore, researchers want to know how the role of educators in the inclusive learning process in SD Muhammadiyah Dadapan Sleman District. This research is a qualitative research with descriptive approach of case study. The subject of this research is principal, classroom teacher, subject teacher, special tutor and student. Target object in this research is the role of educator (classroom teacher, special tutor, and children with special needs) in inclusive learning at SD Muhammadiyah Dadapan, Sleman District.Based on the research results obtained conclusions as follows: (1) Educators referred to in this study are classroom teachers, special tutors and subject teachers. The role of special mentor teachers is only as a consultant if the class teacher has difficulty in guiding students with special needs during the learning process in the classroom. The role of classroom teachers and subject teachers is crucial in the inclusive learning process, in schools because students with special needs are more often guided by classroom teachers and subject teachers. (2) Competent educators will be better able to create an effective, enjoyable learning environment, and will be better able to manage the class, so that learning can run optimally. To create a conducive learning atmosphere the educator must have 4 competencies, namely pedagogic competence, personality competence, social competence, and professionalism.

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Tyler, Teresa A., and C. Cryss Brunner. "The Case for Increasing Workplace Decision-Making." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 37, no. 4 (April 7, 2014): 283–308. http://dx.doi.org/10.1177/0888406414527118.

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The chronically high rate of special educator attrition across U.S. schools creates a dilemma for educational leaders because special educators provide direct services to students with special needs. Attrition exacerbates already high special educator shortages reported in most districts, and nearly one million schoolchildren with disabilities receive fewer or no services as a result. Given this dilemma, the purpose of this article is to advance a research-based model to provide guidance for school administrators and researchers. Adapted from previous conceptual models and perspectives, the proposed model combines five thematic, contributing factors and a sixth, relatively understudied factor, workplace decision-making, to illustrate factor effects on special educators’ perceptions of job satisfaction and, ultimately, career decisions.

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Salend, Spencer J., Judith A. Dorney, and Maribel Mazo. "The Roles of Bilingual Special Educators in Creating Inclusive Classrooms." Remedial and Special Education 18, no. 1 (January 1997): 54–64. http://dx.doi.org/10.1177/074193259701800109.

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One group of students whose unique needs present a challenge to educators seeking to create inclusive general education classrooms is learners who are learning english as a second language. The purpose of this article is twofold: (a) to distill from the literature of bilingual special education, bilingual education, and special education a description of the roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms; and (b) to offer the observations of a bilingual special educator who worked as part of a cooperative teaching team.

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Barida, Muya, and Dian Ari Widyastuti. "Acceptance and Commitment Therapy (ACT) to Improve Educators Self-Acceptance of Children with Special Needs." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 6, no. 2 (December 14, 2019): 117–24. http://dx.doi.org/10.24042/kons.v6i2.4701.

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Children with Special Needs are children with disabilities in the development of life due to disruption (mental, intellectual, emotional, social, physical) in the social-social, career, and academic fields, so they need special services and are different from children in general. This study aims to determine the effectiveness of Acceptance and Commitment Therapy (ACT) to increase the self-acceptance of educators towards Children with Special Needs. This study uses an experimental approach to the design of one group pretest-posttest. The study was conducted on teachers who are members of the HIMPAUDI Sleman District, who were randomly selected and obtained as many as 27 teachers. Data analysis was performed using the T-Test technique. Based on the results of the study, it appears that the self-acceptance of educators towards Children with Special Needs before and after the training on Acceptance and Commitment Therapy (ACT) increases, but the increase is less significant. Conclusion The Acceptance and Commitment Therapy (ACT) program is less effective in improving the self-acceptance of educators towards Children with Special Needs. Based on these results, it needs to be followed up with direct assistance or assistance in schools for educators who systematically help Children with Special Needs.

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Nalbant, Sibel. "Physical Educators Attitude Toward Teaching Students With Special Educational Needs." Journal of Physical Education and Sports Studies 10, no. 2 (September 30, 2018): 113–21. http://dx.doi.org/10.30655/besad.2018.9.

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DeRosa Hardy, Donna, and Pamela L. Roberts. "The Educational Needs Assessment on Physical Therapy For Special Educators." Pediatric Physical Therapy 1, no. 3 (1989): 109–14. http://dx.doi.org/10.1097/00001577-198901030-00003.

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Avramidi, Athina, and Drossinou-Korea Maria. "Self-observation as a pedagogical method in the education of people with Autism Spectrum Disorders (ASD)." Technium Social Sciences Journal 10 (August 3, 2020): 98–106. http://dx.doi.org/10.47577/tssj.v10i1.1388.

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In the present paper, the method of self-observation is examined as the basis for the pedagogy of special educational interventions in people with Autism Spectrum Disorders (ASD) (American Psychiatric Association, 2013). This is part of the informal pedagogical assessment that parents attempt as co-educators but also philologists as intervening educators in order to understand children with autism. The main work case explores the dynamics of pedagogical self-observation in a specific case study from Truffaut's French film, "The Wild Child" (Itard, 1990). The methodology of observing the special educational needs with emphasis on ADS is applied according to the pedagogical tool, the Targeted Individual Structured Integration Program of Special Education and Training (TISIPSET) (Drossinou-Korea, 2017). The results present data from the interactive relationship during homeschooling between the educator and physician Itard, who has adopted and educates Victor "The Wild Child." The observations and self-observations recorded confirm the difficulties of understanding childhood autism.

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deBettencourt, Laurie U. "General Educators' Attitudes Toward Students with Mild Disabilities and Their Use of Instructional Strategies." Remedial and Special Education 20, no. 1 (January 1999): 27–35. http://dx.doi.org/10.1177/074193259902000104.

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In today's schools the demands of general educators to meet the diverse needs of their students have greatly increased. General educators need to have an increasingly large repertoire of instructional strategies to effectively meet their students' needs. In this study the frequency of several instructional strategies used by general educators at the middle school level (Grades 6, 7, and 8) was investigated. The frequency of the use of these instructional strategies by middle school teachers was compared to the amount of time they spent collaborating with special educators and also to the number of courses taken related to specialized techniques. This study also examined the attitudes general educators have toward the inclusion of students with mild disabilities. Findings indicated that the number of instructional strategies general educators use increases with the number of special education courses taken and the number of hours spent with special educators. In addition, some general educators may not have a positive attitude toward including students with disabilities in their classrooms. Discussion of these findings and implications for training are provided.

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Eze, Uche N, Eze, Uche N., and Onuigbo Liziana N. "E-Learning Training Needs of Special Educators in Universities in an Age of Information and Communication Technology." Global Journal For Research Analysis 3, no. 2 (June 15, 2012): 69–73. http://dx.doi.org/10.15373/22778160/february2014/23.

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Price, Valerie, Susan O. Murphy, and Virginia Young Cureton. "Increasing Self-Efficacy and Knowledge Through a Seizure Education Program for Special Education Teachers." Journal of School Nursing 20, no. 1 (February 2004): 43–49. http://dx.doi.org/10.1177/10598405040200010801.

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Since the passage of the 1975 Education for All Handicapped Children Act and the 1986 PL99–457 amendment, many children aged birth to 3 years with special health care needs are enrolled in early intervention programs. Educators working in early intervention services often need to respond to and manage seizure activity and medical emergencies for special needs children. To do so, they need to have knowledge and confidence in their ability to intervene effectively. This intervention study was designed to address the knowledge and self-efficacy of 28 special needs educators on seizure management. The intervention resulted in increased knowledge, skills, and self-efficacy related to seizure management and their ability to interact supportively with families.

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Kantanavičiūtė, Rita, and Laima Tomėnienė. "COLLABORATION-BASED SUPPORT PROVISION MODELS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 30. http://dx.doi.org/10.17770/sie2020vol4.5175.

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The article aims to reveal collaboration-based support provision models for a child with special educational needs and his/her family in Lithuania. The qualitative research method used was a semi-structured interview. The participants of the research were special educators and speech therapists providing support to school-age children with special educational needs. The obtained results of the research helped to reveal children support specialists’ attitude towards collaboration-based support provision to a child with special educational needs and his/her family in Lithuania. The research revealed the importance and opportunities of the implementation of interprofessional coordinated support based on interprofessional collaboration, referring to the experience of speech therapists and special educators providing support to a school-age child with special educational needs and his/her family.

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Meegan, Sarah, and Ann MacPhail. "Irish physical educators’ attitude toward teaching students with special educational needs." European Physical Education Review 12, no. 1 (February 2006): 75–97. http://dx.doi.org/10.1177/1356336x06060213.

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PS, Vijayakumar, Sahana AU, and Anusha Rajanna. "The Impact of Short-term Integrated Yoga practice on Psychological wellbeing in special educators of individual with special needs." Journal of Ayurveda and Integrated Medical Sciences (JAIMS) 5, no. 04 (August 25, 2020): 68–72. http://dx.doi.org/10.21760/jaims.5.4.12.

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Background: Special educators face unprecedented work conditions and expectations that affect their psychological wellbeing and professional outcome as well. This study examines the growing evidence that even a short-term Integrated yoga practice enhance psychological wellbeing among special educators by reducing their stress, anxiety and depression levels. Materials and Methods: Special educators were recruited based on inclusion and exclusion criteria (n=20) age ranging between 25-50 years (Mean35±6.3) for a single group interventional pre-post study design: Integrated yoga module (included postures, breathing practices, relaxation and mediation) was given for a period of 8 weeks. The subjects were assessed on day 1 pre and post intervention on day 60 on perceived stress scale (PSS), Beck’s depression inventory (BDI-II) and Beck’s Anxiety Inventory (BAI). Results: After 8 weeks of Integrated yoga practice there was asignificant reduction in anxiety scores (P less than 0.000), depression scores (P less than 0.000) and perceived stress levels (P less than 0.000) respectively compared to baseline by wilcoxon signed rank test. Conclusions: The results of this study suggest that even a short-term integrated yoga intervention that can enhance psychological wellbeing of the special educators.

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Lystopad, Natalia. "Formation of the future preschool educators’ information culture." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 177–82. http://dx.doi.org/10.33310/2518-7813-2019-65-2-177-182.

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The article deals with the problem regarding the formation of the future preschool educators’ information culture. It is substantiated that the information culture is a necessary condition for the modern education and subsequent successful professional activity of an educator in preschool educational institutions. It has been proved that under conditions of widespread use of modern information and communication technologies in the educational process of preschool educational institutions, the requirements to the future educators’ professional training are greatly expanded, and therefore the need to form the preschool educators’ information culture is originated from the real needs of renewing the preschool education system. The essence of the notion «preschool educator’s information culture» has been considered. It has been proved that the information culture of the future educator of a preschool educational institution is a qualitatively new form of the educator’s mental activity organization based on the use of information tools, which allows improving professional activities in preschool educational institutions. It has been substantiated that the definition of the «information culture» is multidimensional and diverse and is considered as a special type, as a subsystem of the preschool educator’s professional culture. The structure of the educator’s information culture is a synthesis of structural components (cognitive, axiological, behavioural) ensuring in their interaction the integrity and functioning of this type of culture. The necessity to develop the designated culture has been scientifically grounded and the formation peculiarities of the future preschool educators’ information culture have been revealed. The methodology aimed at forming future educators’ information culture while studying «Introduction to the specialty and basics of Pedagogy», «Preschool Pedagogy and the History of Preschool Pedagogy», «New information technologies in Preschool Education», «Computer technologies used in the work with children», professional methods, the bachelor curriculum in the specialty 012 Pre-school education has been proposed. The proficiency indicators of the educator’s information culture have been determined. The proficiency (development) levels of the future educators’ information culture have been specified: sufficient, intermediate, low. The tools and methods for diagnosing the proficiency levels of the future preschool educators’ information culture have been proposed. The results of diagnosing the proficiency levels of the future preschool educators’ information culture have been presented. The analysis of the experimental work shows the effectiveness of the developed methodology aimed at the formation of the future educators’ information culture according to all the selected components.

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Fudholi, Dhomas Hatta, Rahadian Kurniawan, Dimas Panji Eka Jalaputra, and Izzati Muhimmah. "Development of Virtual Reality Applications with the ADDIE Model for Prospective Educators of Children with Autism." Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi) 4, no. 4 (August 17, 2020): 672–81. http://dx.doi.org/10.29207/resti.v4i4.2092.

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Knowledge is needed for children with special needs to support their quality of life. This is a challenge for prospective educators / prospective teachers. A deeper knowledge is needed to really understand children with special needs. This research is carried out to develop a skill simulator application for autistic child’s prospective educator using Virtual Reality technology. This application will be used as a teaching medium which incorporates motion sensor tools. The sensors will make the virtual application looks realistic. The application was developed using the ADDIE method (Analysis, Design, Development, Implementation and Evaluation). The application development begins with discovering the characteristic of autistic children. This is done to formulate the learning materials. The knowledge base of the autistic children was obtained from the Sekolah Luar Biasa (SLB). By using the obtained knowledge, storyboard was designed and implemented. The developed application has been evaluated by 16 prospective child educators with autism and two professional experts. In general, the application can help prospective educators understand the characteristics of children with autism. Moreover, it provides a safe and pleasant teaching skill practice for the prospective educators.

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Tejero Hughes, Marie, and Diana Martinez Valle-Riestra. "Early Childhood Special Education: Insights from Educators and Families." International Journal of Education 4, no. 2 (April 11, 2012): 59. http://dx.doi.org/10.5296/ije.v4i2.1534.

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Programs and services designed to meet the needs of young children with disabilities have increased substantially in recent years, often times without evaluating how effective the programs and services are at meeting the needs of children and families. This study sought to investigate how principals, teachers, and parents perceived how Early Childhood Special Education (ECSE) programs across 31 schools in a large, urban city in the United States (US) meet the needs of young children and their families. Thirty principals, 45 teachers, and 301 families participated in the investigation. Overall, all stakeholders identified the programs’ structure, personnel, and home to school connections as strengths. They also believed that ECSE programs were an appropriate place for young children with disabilities. Families and teachers indicated satisfaction with the frequency of communication; however, both families and principals still wanted to see an increase in communication between home and school. Areas needing improvement included critical elements needed in ECSE programs related to human resources, increased funding, and appropriate adult-child ratios. Implications for practice are discussed.

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Dutt, Anuradha S., Iris Chen, and Rahul Nair. "Perceived Skills and Training Needs Among Singaporean School Personnel in Using Functional Behavior Assessments and Behavioral Interventions." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 4 (October 16, 2018): 269–82. http://dx.doi.org/10.1177/0888406418806639.

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The aim of this exploratory study was to investigate the level of skills and training needs reported by special educators and teaching associates in functional behavioral assessment (FBA) and behavioral interventions within special education (SPED) schools in Singapore. The Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI-FBAI), a self-report inventory, was administered to 378 special educators and 38 teaching support staff across seven SPED schools in Singapore. Perceived ratings across both groups were obtained across 13 items for skills and six items for training needs in FBA and behavioral interventions. The results suggested that special educators and teaching associates indicated relatively lower ratings on their perceived skill in more items related to conducting an FBA when compared with items related to behavioral interventions. In terms of training needs, both groups rated developing skills in FBA and behavioral interventions for managing severe challenging behaviors as a priority area for training.

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Pettersson, Gerd, and Gunilla Näsström. "Educators’ Digital Competence in Swedish Rural Schools." European Journal of Open, Distance and E-Learning 23, no. 2 (January 1, 2021): 65–82. http://dx.doi.org/10.2478/eurodl-2020-0011.

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AbstractThis article presents a survey census study performed in a small, remotely located municipality with four rural schools in the north of Sweden. The study is part of a larger project, Remote Consulting in special needs education between special educators and class teachers, the aim of which is to increase the equivalence between the municipality’s schools by giving more class teachers improved access to special needs education (SNE) consultations provided by special educators via remote consulting.Prior to the start of the project, a questionnaire was sent out to all the class teachers in the participating schools. All the teachers approached answered the questionnaire. One of the aims of the survey was to gain increased knowledge about the teachers’ self-efficacy in their use of ICT. The most intriguing result was that three of the five 50-59 year-old teachers estimated their knowledge about ICT to be above average compared to that of their colleagues. A similar pattern was identified in the teachers’ use of ICT in their teaching. Of those who used ICT every day, three were 30-39 years old, three were 50-59 years old and one was 40-49 years old, while all of those who used ICT less than once a week were younger than 39. The results of the study indicate that the teachers in this study are adequately equipped to proceed from physical counselling to remote consulting in special needs education.

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Benn, Rita, Tom Akiva, Sari Arel, and Robert W. Roeser. "Mindfulness training effects for parents and educators of children with special needs." Developmental Psychology 48, no. 5 (2012): 1476–87. http://dx.doi.org/10.1037/a0027537.

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Lane, Kathleen Lynne, Holly M. Menzies, Robin Parks Ennis, and Wendy Peia Oakes. "Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know." Beyond Behavior 27, no. 3 (September 6, 2018): 128–33. http://dx.doi.org/10.1177/1074295618799044.

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We developed this special issue, Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know, for Beyond Behavior as a resource for educators and parents. Each article provides easy-to-access resources for readers to learn about effective, efficient, low-intensity strategies to support student engagement and limit challenging behavior. In this introductory article, we provide a rationale for focusing on these low-intensity strategies and an overview of the features of each article to follow.

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Bray, Paula, and Rodney Cooper. "The Play of Children with Special Needs in Mainstream and Special Education settings." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 37–42. http://dx.doi.org/10.1177/183693910703200207.

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EDUCATORS AND OCCUPATIONAL THERAPISTS regard play as a primary occupation of childhood, which in the case of children with special needs has not been well studied. The aim of this descriptive study was to observe the free-play behaviour of children with special needs in both special education and mainstream education settings. The Revised Preschool Play Scale and Lunzer Scale of Organisation of Play Behaviour were used to observe and record short play samples of 12 children with special needs, aged 48 to 84 months, in both educational settings. Results suggest that developmental play skills remained constant between the two settings. This study highlights the strong developmental foundations provided by play as well as advocating for the importance of play assessment in school-based therapy.

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Morgan, Robert L., Teresa Bennett, and James E. Whorton. "Perceptions of rural preschool special educators concerning preservice training." Rural Special Education Quarterly 9, no. 3 (September 1988): 34–37. http://dx.doi.org/10.1177/875687058800900307.

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A survey was conducted of preschool special education classroom teachers from five predominately rural western states. The survey focused on teachers’ perceptions of preservice training and noted their perceptions of needs. In addition to demographic data, the survey included 19 Lik-ert scale items to which each teacher responded. The results of the survey and a discussion are presented.

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Stormont, Melissa, Wendy Reinke, and Keith Herman. "Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions." Behavioral Disorders 37, no. 1 (November 2011): 19–29. http://dx.doi.org/10.1177/019874291103700103.

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The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A survey was developed based on an extensive review of the literature in this area. The survey questions that were the main focus for this study were taken from an Institute for Educational Sciences practice guide. A total of 363 teachers of early childhood and elementary-age students served as participants. Overall, special educators had higher ratings for evidence-based practices and lower ratings for nonevidence-based practices than general educators’ ratings. Special educators also reported more confidence in their interventions. Graduate level of education was associated with lower ratings for nonevidence-based practices than undergraduate level. Teacher-rated level of training and education implementing behavior interventions was not associated with agreement with evidence or nonevidence-based practices. These findings are discussed.

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Lock, Robin H. "Using Web-based Information to Facilitate Inclusion Practices in Rural Communities." Rural Special Education Quarterly 20, no. 4 (September 2001): 3–10. http://dx.doi.org/10.1177/875687050102000402.

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The reauthorization of the Individuals with Disabilities Act in 1997 places greater emphasis on the inclusion of students with special needs in the general education classroom. For many rural schools, inclusion has been seen as a positive method for providing special education to students with special needs. However, many general educators including those in rural communities report a lack of preparation as a hindrance to their ability to effectively teach these included students. Difficulties in hiring certified special education teachers and a lack of viable methods increasing knowledge about students with special needs have interfered with many general education teachers' ability to serve these students adequately in the general education classroom. For rural schools districts and their teachers, access to information about students with special needs is not easily obtained. This article examines an electronic method for providing information to facilitate inclusion to rural educators in their home communities.

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Cook, Kathleen B., Katie E. Bennett, Justin D. Lane, and Theologia K. Mataras. "Beyond the brick walls: Homeschooling students with special needs." Physical Disabilities: Education and Related Services 32, no. 2 (November 1, 2013): 98–111. http://dx.doi.org/10.14434/pders.v32i2.12997.

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The percentage of children with special needs receiving academic instruction at home has substantially increased since a resurgence of homeschooling during the 1990s. In light of this information, the purpose of this article was to provide an overview of the history and laws related to homeschooling, the characteristics of homeschool families, and the relevant issues that parents of children with disabilities encountered when choosing to homeschool. This is followed by a discussion of the reasons parents chose to homeschool their children with special needs, as well as the current state of research on homeschooling students with disabilities. Finally, suggestions related to homeschooling students with disabilities were made for future researchers, parents, and public school educators.

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Bubnys, Remigijus. "A Journey of Self-Reflection in Students’ Perception of Practice and Roles in the Profession." Sustainability 11, no. 1 (January 2, 2019): 194. http://dx.doi.org/10.3390/su11010194.

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The basis of the study is the findings of scientific research dealing with experiential reflections of university students studying in the special education Bachelor degree study program in Lithuania. The special educator is a teacher of children with special educational needs, an educational assistance specialist who is able to recognize, assess, and meet children’s special educational needs arising due to disabilities, disorders, or learning difficulties, and to professionally provide special pedagogical assistance in the conditions of inclusive and special education. In order to analyze the experience of prospective special educators who study at the university for four years, first year students were chosen. At the start of their studies at the university, in the first month of their studies, students do their practice in the institutions of the educational system: Pre-school, general, and/or special education institutions. The aim of the practice is to get familiar with the subtleties of the future professional activity. It is maintained that students’ initial experience outlived at the start of studies is important and significant for further studies at the university. The article deals with the results of written reflections of students who have returned from practice. The phenomenological hermeneutics method enabled to disclose students’ experiences in their practical activities during their observational practice, providing deeper understanding of the study area, as a precondition for reflective learning in further university studies, and by interacting with participants of the (self) education process, the article presents future special educators’ practical experiences and perceptions of their roles in the profession. The results disclosed that self-reflection provides students with deeper perception of themselves as people with special educators’ needs and problems, personal strengths and competence limitations that enable them to identify sources and means for solving existing and future professional activity problems. It further reveals that cooperation with family members, university teachers, social pedagogues, teachers, children with special educational needs, sharing experiences with student colleagues could lead to greater self-confidence in oneself as a future specialist. Curiosity and personal initiative enabled students to identify positive and difficult moments of the professional activity and future professional role while learning from experience.

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Rawlins, Patrice, and Pat Stephens. "Medical-Educational Liaison: A Valuable Resource for Rural Educators." Rural Special Education Quarterly 11, no. 3 (September 1992): 43–47. http://dx.doi.org/10.1177/875687059201100307.

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The Medical-Educational Liaison provides a valuable resource to rural educators who, in working with special health needs children, often lack direct contact with the child's health care providers. This innovative program received three year funding from the State Department of Education. The staff is a Clinical Nurse Specialist who enhances the liaison role of the school nurse, parent and school personnel. The primary goal of the program is accurate and timely exchange of information between families, educators, and health care providers to facilitate provision of appropriate services to special needs children.

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Emerling, Christopher R., Sarah Wilkinson, and Daniel M. Maggin. "Educator Knowledge and Implementation of Assistive Technology to Support Challenging Behaviors: An Exploratory Inquiry." Journal of Special Education Technology 36, no. 3 (August 10, 2021): 162–74. http://dx.doi.org/10.1177/01626434211034803.

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Emerging trends and advancements in technology allow educators to develop dynamic learning environments to support their students’ academic and behavioral needs. The study documented the lived experience of special educators using assistive technology (AT) to support behavioral challenges in students with disabilities and the environmental factors that support educator’s use of AT. Fifteen educators who worked in K–12 schools participated in semi-structured interviews and completed a researcher-developed Assistive Technology Treatment Integrity Checklist (ATTIC). This exploratory study indicated that participants had limited experiences using AT to target challenging behaviors. However, participants used technology to support evidence-based interventions or customized instructional technologies to manage students’ needs. Our findings also indicated that school structures impacted AT-related attitudes and eventual use. The findings from this study add to the literature on technology supports for students with challenging behaviors. Implications for practice and future research are also discussed.

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Boyer, Wanda A. R., and Helen Bandy. "Impact of Students with Special Needs on Teachers in Rural Communities." Rural Special Education Quarterly 15, no. 3 (September 1996): 25–33. http://dx.doi.org/10.1177/875687059601500305.

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In order to develop relevant teacher education programs, teacher educators must understand attitudes, concerns and knowledge of inservice rural teachers toward inclusion of children with special needs in their classroom. Questionnaires were distributed to teachers in rural/remote areas of British Columbia. Results were indicative of the urgent need for providing additional human resources to assist with inclusionary practices, particularly the addition of trained assistants, parents, and community volunteers.

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Lee, Hyunjoo. "Analysis of the Needs of Secondary Special Educators in Designing Online Professional Development." Special Education Research 17, no. 4 (November 30, 2018): 57–85. http://dx.doi.org/10.18541/ser.2018.11.17.4.57.

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Freeman, Eric, Bilal Fayiz Obeidat, Pamela Martin, and Jennifer Sinclair. "IMPROVING THE DELIVERY OF SPECIAL EDUCATION SERVICES: EXAMINING COMMUNICATION AMONG TEACHERS, PARA-EDUCATORS, AND AN EDUCATIONAL COOPERATIVE." Humanities & Social Sciences Reviews 8, no. 4 (July 23, 2020): 325–34. http://dx.doi.org/10.18510/hssr.2020.8433.

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Purpose of the study: The purpose of this study is to explore communication between participating school districts and the Cooperative with regard to the allocation of para-educators in general education classrooms. Methodology: The study employed a comparative qualitative design. Since the goal of our research is to understand the communication channels and patterns between the Cooperative, general education teachers, and para-educators, we conducted focus group discussions with para-educators, the K-5 general education teachers who work in general education classrooms and the special education teachers. Main Findings: The cooperative, special education teachers, general education teachers, and para-educators often operated in isolation of one another. Teachers and para-educators work together in the same classrooms but had a clear idea about who was providing the training and information needed to meet the needs of students in special education. Applications of the study: Frequent communication and enhanced opportunities for planning and training would improve the efficiency and effectiveness of general and special education teachers along with para-educators. Novelty: The study addressed ways to improve communication between participating school districts and the Cooperative with regard to the allocation of para-educators in general education classrooms. This would provide information about necessary training future para-educators need and expectations for engagement with students.

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Danek, Jan, A. Murzataeva, and N. Mirza. "The role of information literacy in the formation of professional competence of future special educators." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 54–62. http://dx.doi.org/10.31489/2021ped2/54-62.

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The article is devoted to determining the place of information literacy in the structure of professional competence of special teachers. The analysis of the works of domestic and foreign researchers made it possible to reveal the specifics of the interpretation of the concept of “information literacy”, ideas about its meaning in the general training of future special teachers. Professional competence as a result of vocational education presupposes the presence of specific elements that serve as criteria for assessing the level of its formation. Indicators of information literacy are clearly expressed in characteristics that describe the current requirements for a future special teacher, and are part of the content of professional competence. The ability to satisfy one's own information needs, collect, exchange, store information and assess its quality are essential components of the general culture of a modern person. In the development of professionalism of future special teachers these abilities perform significant functions. The empirical research was organized in order to identify the degree of understanding in special educators necessary for effective teaching. The study involved 120 defectologists who studied at the Pavlodar Pedagogical University. The experiment is a survey of working special teachers, which was carried out using the author's questionnaire. The study showed a high need for practice in special teachers who have information literacy. The article discusses the development of information literacy as a fundamental component of the professional competence of special teachers through improving the organization of dual education.

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Knickelbein, Becky A., and Cynthia M. Richburg. "Special Educators’ Perspectives on the Services and Benefits of Educational Audiologists." Communication Disorders Quarterly 34, no. 1 (November 4, 2011): 17–28. http://dx.doi.org/10.1177/1525740111413120.

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A 36-item survey was used to determine whether special educators have access to the services of an audiologist and whether they obtained benefit from the audiologist’s services. Additional goals included gathering information about special educators’ understanding of basic audiological concepts related to a school setting, added job responsibilities brought about by lack of access to an audiologist, and collaboration between these teachers and audiologists. The survey was emailed to special educators identified through online school district directories. A total of 39% of the surveyed special educators had access to an educational/contractual audiologist, with 71% of them believing they received benefit from these services. These benefits included provision of hearing screenings, in-services, and aural (re)habilitation. In all, 73% of the special educators judged their own background understanding of basic audiological information within the “low” range, and most of the special education teachers surveyed did not feel prepared to assist students with hearing aids, FM systems, or cochlear implants. Less than half of the special educators (47%) reported that collaboration between these professionals was strong where available. Special educators consider themselves unprepared to handle the audiological maintenance needs of their students’ equipment and are often unaware of the audiologist’s role, including their availability in schools.

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VanWeelden, Kimberly, and Jennifer Whipple. "Music Educators’ Perceived Effectiveness of Inclusion." Journal of Research in Music Education 62, no. 2 (May 21, 2014): 148–60. http://dx.doi.org/10.1177/0022429414530563.

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The purpose of this research project was to examine whether music teachers’ perceptions of effectiveness of inclusion, curriculum adaptations/modifications, or student achievement had altered from previous research findings 20 years before. A survey based on that used by Gfeller, Darrow, and Hedden was sent to music educators through the United States and returned by 1,194, with all 50 states represented. Results indicate more positive responses as compared with 20 years ago, with participants generally reporting that the students were successfully integrated, their music needs were being met, and they did not hinder the progress of students without disabilities. Additionally, teachers’ responses indicated they were comfortable adapting and/or modifying their regular curriculum to meet the needs of students with special needs and that these students were graded on the same standards of music achievement as the other students in their classes.

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Ruppar, Andrea L., Victoria F. Knight, Jessica A. McQueston, and Sara R. Jeglum. "Involvement and Progress in the General Curriculum: A Grounded Theory of the Process." Remedial and Special Education 41, no. 3 (November 2, 2018): 152–64. http://dx.doi.org/10.1177/0741932518806045.

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This qualitative multiple case study was part of a larger investigation to examine the processes that underlie involvement and progress in the general curriculum for students with extensive support needs. We found that general and special educators’ self-efficacy influenced students’ involvement and progress in the general curriculum. Special educators’ self-efficacy was influenced by their teacher preparation, flexibility, and content knowledge; and the district history and political context. General educators’ self-efficacy was influenced by feelings of autonomy, role clarity, and knowledge about inclusive education. Our findings revealed the central importance of teachers’ self-efficacy in supporting the involvement and progress in the general curriculum among students with extensive support needs. Results are discussed in relation to relevant theories of literacy access and inclusion for students with extensive support needs.

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SNOW, CARRIE C. "The Push and Pull of Inclusive Practices in Contemporary Public Schooling." Harvard Educational Review 91, no. 3 (September 1, 2021): 362–81. http://dx.doi.org/10.17763/1943-5045-91.3.362.

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In this Voices: Reflective Accounts of Education essay, Carrie C. Snow reflects on her experiences as both a recipient of pull-out services as a young child and as a special educator. She highlights the complex nature of special education services and how their provision is rife with gray areas. Negotiating various tensions in decision-making around whether to provide push-in or pull-out services to students with special educational needs, special educators can embrace this sense of gray to create and sustain flexible practices that forefront quality learning for their students. She discusses ways that pull-out services for students with distinct needs can work to support their learning, as well as ways they do not. For students to cultivate a trust for schooling, feel an interconnectedness, and experience joy in learning, teachers’ decisions around special education service delivery can never be cut and dried.

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Smith, Jacqueline C. "Hidden in Plain Sight: A Music Therapist and Music Educator in a Public School District." International Journal of Music Education 36, no. 2 (June 19, 2017): 182–96. http://dx.doi.org/10.1177/0255761417712319.

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The purpose of this intrinsic case study was to clarify the roles of a music educator and music therapist in a North American public school district. This case was unique because some of the students with special needs received both music instruction and music therapy services, yet there was little collaboration between the two disciplines. In an effort to learn more about each music discipline and to add to the knowledge base of the connections between music education and music therapy I posed four research questions: (1) What were the goals of the music teacher and music therapist for the students in their classrooms? (2) What were the perceptions of the music teacher regarding music therapy services in an educational setting? (3) What were the perceptions of the music therapist regarding student experiences in the music classroom? (4) In what ways did the music therapist and music educator collaborate, or not, to improve outcomes for students with special needs? I found the goals of the educator and therapist in music were unique yet complementary, and clarification of these goals is needed to assist educators who work with students with special needs.

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Stephenson, Jennifer, and Mark Carter. "What Do Employers Ask for in Advertisements for Special Education Positions?" Australasian Journal of Special Education 38, no. 1 (April 15, 2014): 51–62. http://dx.doi.org/10.1017/jse.2014.3.

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Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in order to ascertain what employers required of applicants for special education positions. Advertisements represented all states and sectors in Australia, although the sample does not fully reflect the relative numbers of schools in each state. Most positions were for class teachers or for teachers providing support within and across schools. Special education qualifications and experience in special education were not common criteria for employment. The concerns raised by this finding are addressed through suggestions for formal recognition for special educators and accreditation of teacher education programs preparing special educators.

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Telna, Olha. "Practical Component in Professional Training of Future Special Educators." Bulletin of Luhansk Taras Shevchenko National University 1, no. 2 (340) (2021): 244–51. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-1-244-251.

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The article explores some acute issues of the professional training with students of the Special Education departments. Closer attention is given to analysis of the purpose and goals of having practical classes in special and inclusive educational settings, as well as to general and special competences, gaining by students in process of participating in various practical activities at an educational setting. Author also looks at some peculiarities of the students’ interaction with in-service teachers with an emphasis on usefulness of building interpersonal relationship between future and present specialists. The analysis provided shows that teaching practice in special and inclusive educational settings during the whole program of their learning has positive impact on the professional competence of the future special educators. Author concludes by saying that practical component in training of special educators needs further improvement, especially in the sphere of involving future specialists into self-advocacy and human rights campaigns.

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Maddux, Cleborne D. "Solving Accessibility and Other Problems in School and Classroom Web Sites." Rural Special Education Quarterly 20, no. 4 (September 2001): 11–18. http://dx.doi.org/10.1177/875687050102000403.

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The Internet and the World Wide Web are growing at unprecedented rates. More and more teachers are authoring school or classroom web pages. Such pages have particular potential for use in rural areas by special educators, children with special needs, and the parents of children with special needs. The quality of many of these pages leaves much to be desired. All web pages, especially those authored by special educators should be accessible for people with disabilities. Many other problems complicate use of the web for all users, whether or not they have disabilities. By taking some simple steps, beginning webmasters can avoid these problems. This article discusses practical solutions to common accessibility problems and other problems seen commonly on the web.

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Skrypnyk, Tetiana, Olena Martynchuk, Olha Klopota, Vytautas Gudonis, and Nataliia Voronska. "Supporting of Children with Special Needs in Inclusive Environment by the Teachers Collaboration." Pedagogika 138, no. 2 (August 31, 2020): 193–208. http://dx.doi.org/10.15823/p.2020.138.11.

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This article reveals the features of effective teamwork (teachers, specialists, parents) in management, training in working with children with special needs, in a general education school. To achieve positive results when working with children with special needs in mainstream schools, educators must have sufficient teamwork skills. The results of the study confirmed the effectiveness of the developed pedagogical, and psychological program for the optimization of command control and interaction.

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Pettersson, Gerd, and Kristina Strom. "Consultation in Special Needs Education in Rural Schools in Sweden– An Act of Collaboration between Educators." Journal of Education and Training 4, no. 1 (December 9, 2016): 8. http://dx.doi.org/10.5296/jet.v4i1.10422.

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The article attempts to shed light on how the expertise of special educators can be utilized in classroom teachers' professional development at rural schools with a diverse student body. The study focused on the educational consultations that took place between the two types of professionals, namely the special educators and the classroom teachers, at three rural schools in three communities in northern Sweden. The special educators did not work at the schools. Rather, they worked at Community centers and ran the consultation with the aid of ICT or when they visited the schools. The multiple-case study describes and analyzes the a) context for consultation, b) how consultation is used to support the teachers, and c) the consultation strategies. The data collection methods were observations, interviews, and questionnaires. After the interviews were transcribed, the data were analyzed by thematic content analysis. The results show that the consultations were based on students’ needs, but the consultations focused on the learning environment more than on individual shortcomings. The two professionals collaborated and shared their professional expertise across professional boundaries. This boundary-crossing professional collaboration seems to deepen the consultation between the two professionals and enable them to work together to create a learning environment that supports all pupils.

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Classen, Audra I., Eva Horn, and Susan Palmer. "Needs of Military Families: Family and Educator Perspective." Journal of Early Intervention 41, no. 3 (May 18, 2019): 233–55. http://dx.doi.org/10.1177/1053815119847235.

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Limited research has focused on the unique needs of military families and their preschool-age children and even less work focused on military families whose preschool children have special needs or disabilities. Researchers implemented a multicase qualitative research design conducted at two sites to gain the perspectives across all service ranks. The study included two groups of participants from each site including (a) early educators working for the school district associated with each military base, and (b) families who had been deployed within the past 5 years and had a child with a disability, or who was at risk for developing a disability, younger than the age of 8 years. Researchers used a semi-structured question protocol to align with the study’s overarching purpose, theory, extant research on military families, and the Division for Early Childhood (DEC) recommended practices for serving children with special needs and their families. Based on the data gathered, researchers describe professional development needs related to developing transportable detailed Individualized Family Service Plans and Individualized Education Programs, using family-centered approaches, and creating a collaborative partnership between school leadership and military command.

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Jeffries, Lynn. "Very Young Children with Special Needs: A Foundation for Educators, Families and Service Providers." Physical & Occupational Therapy In Pediatrics 31, no. 3 (March 26, 2011): 339–40. http://dx.doi.org/10.3109/01942638.2011.565694.

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Journal articles on the topic 'Special needs educators'

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