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Autore: Grafiati

Pubblicato: 27 luglio 2024

Ultima modifica: 28 luglio 2024

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1

Augustinovič, Agata. "Educational Opportunities of Natural Science Motivation for Students with Special Educational Needs: the Viewpoint of Natural Science Teachers". Pedagogika 136, n. 4 (20 dicembre 2019): 141–52. http://dx.doi.org/10.15823/p.2019.136.9.

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The article discusses how (in what ways) natural science educations teachers motivate students with special educational needs in order to encourage students’ motivation to learn. Researches reveal that students with learning needs have experienced a variety of learning difficulties, which often causes the loss of their learning motivation and even willingness to attend school. In nowadays school, which aim is to ensure proper education for each pupil, the teacher has to pay special attention to developing pupils’ learning motivation. The article presents a study aimed at finding out how to effectively educate children with special educational needs in general education schools. In the survey participated 146 teachers of nature study, who have experience in working with students with special educational needs. The results of the study revealed that teachers rely on the provisions of the Teachers’ Ethics Code to encourage students to work independently and persistently. This is a very new insight, as the Teachers’ Ethics Code was approved only on 11 June 2018 by order No. V-561 of the Minister of Education and Science. From the teachers’ point of view, for students with special educational needs to increase learning motivation teachers use interesting innovation teaching methods, practical work, use of ICT, creation of educational environments, oral and written honors, gratitude. Also, they use fair evaluation, better marks for progress, even if it is small, adopted tasks, create the conditions for success, pursuit to raise interest, attention, encouragement, communication, cooperation.

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Azad, Kurdistan Muhammed, e Nabard Jabar Hassan. "Evaluating the performance of teachers of natural geography lessons in the high schools in the view of educational supervisors and school administrators". Journal of University of Raparin 10, n. 2 (29 giugno 2023): 27–58. http://dx.doi.org/10.26750/vol(10).no(2).paper2.

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The aim of this study is to evaluate the performance of teachers of natural geography lessons in high schools in central Sulaymaniyah from the perspective of supervisors and managers for the year (2020-2021) based on the descriptive and analytical methods. The research community consists of all directors and education supervisors in both eastern and western educations، the study's sample of which is (47) participants. In order to collect data, the content of the closed survey form was 23 items in two scientific topics and 30 items in education, which totaled 53 items. After extracting the reliability of the scale by experts، its stability was also taken out based on the Pearson formula. Then، by applying survey upon the research sample and analyzing the collected data using tests such as (Two Way Annova without Replication، apporiate mean، weight percent) some important results were presented using the (SPSS). One of the most important results is that there is a difference between teachers' performance in terms of science and education in a way that the scientific aspects are weaker than the educational aspects، and there is no difference between supervisors and managers in their view of teachers' performance according to their level and years of experiencesgiving that the (P-value (5. 28) > 0. 05). Opening special courses، seminars and workshops are considered the best steps to eliminate teachers' scientific and educational weaknesses.

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Kwon, Kyung-sook, In-ae Hwang e Seung-suk Lee. "A study on the Experience and Recognition of Early Childhood Teachers in the Graduate School of Education in Global Citizenship Education". Korean Association For Learner-Centered Curriculum And Instruction 24, n. 8 (30 aprile 2024): 149–66. http://dx.doi.org/10.22251/jlcci.2024.24.8.149.

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Objectives This study is about how the recognition of early childhood teachers enrolled in the graduate schools of education has changed throughout global citizenship education(GCE) classes and to explore GCE experience in teacher community activities. Methods For this study, ‘A seminar to empowerment early childhood educations’ Global Citizenship Education’ had opened for 15 weeks in the first semester of 2022. This seminar was targeting 24 early childhood teachers who are studying S University graduate school of education, which is in the metropolitan area. All the data had been collected and analyzed by individual student reviews of a group interview, a field trip, a special lecture, and an open questionnaire made by previous students. Results The global citizenship education(GCE) class experience is divided into ‘Start to change from me first’, ‘Recognition of togetherness’, and ‘Reciting diversity and putting oneself in someone else’s shoes. The meaning of GCE has been defined in three sections through this study: essential training for growth and mutual responsibility; basic education, which needs to be taught since infancy; and education for making a better world. Conclusions The global citizenship education targeting early childhood teachers had the meaningful output of improving understanding of GCE and encouraging a global citizen mindset. Therefore, graduate school of education and higher education institutions need to organize a lecture to reinforce global citizenship education for current and future children’s educators. Additionally, there is a need for a support plan from various perspectives so that children’s educators can keep practicing GCE in the education field, such as training teachers and running a teacher community for GCE.

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Marzec, Danuta. "SUPPORT FOR THE PROCESS OF SOCIAL ADAPTATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (26 maggio 2017): 71. http://dx.doi.org/10.17770/sie2017vol3.2259.

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The most recent tendencies in teaching children with developmental deficits advocate using inclusive educations which allow for an optimization of the process of social adaptation. Rehabilitation programs to support these children are an integral part of individual educational programs which are developed for each student and based on the positive diagnosis that accentuates child's strengths. The process of social adaptation of a child with disability starts in families and is continued in nursery schools and schools. Lessons at schools and extra-curricular classes open up opportunities for starting interpersonal contacts that play a fundamental role in the process of social adaptation. The particular importance can be from physical activity and various forms of physical recreation. The support for the development and process of social adaptation through various forms of physical activity results from the natural needs of a child. The questionnaire survey conducted among parents and teachers demonstrated that the respondents realize the importance of physical activity in the process of social development of children with developmental dysfunctions.

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Jesse Kimani. "Integrating Learner Disabilities in Inclusive Schools in Njoro Sub-County". Kabarak Journal of Research & Innovation 4, n. 1 (3 agosto 2016): 30–38. http://dx.doi.org/10.58216/kjri.v4i1.27.

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The complexities and daily challenges experienced by learners with special needs in inclusive primary schools make them feel frustrated and unable to perform optimally in their studies. Sometimes they are unable to cope effectively with inclusive learning, and this makes them withdrawn. In order to avert such situations, counselling services are required in mainstream programmes to aid the learners develop academic, social and personal competencies that assist in their adjustment for life-long development. Â The purpose of this study was to explore ways of integrating disabilities into the school for international, national and personal development among learners with disabilities in Njoro Sub-County. Data was collected using two questionnaires which were administered to 100 learners and 20 teachers. Interviews were conducted among 5 education officers in the sub-county. The data was analysed using the stastical package for social sciences (SPSS) to obtain descriptive statistics(percentages and frequencies). Â The findings showed that learners with special in inclusive schools in Njoro sub county faced diverse psycho-social challenges including self-pity and self-devaluation among others.Â These challenges require well programmed guidance and counselling services. The findings of the study are expected to provide a basis upon which the ministry of Educations and the school administrators can operate to fully integrate learners with disabilities into all educational institutions for development. They can also help the ministry to formulate guidelines to address the challenges facing this special group of learners. The study recommended that the admission of learners into all schools should be so structured to include learners with disabilities irrespective of their gender and nature of impairment.Â

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Nougaret, André A., Thomas E. Scruggs e Margo A. Mastropieri. "Does Teacher Education Produce Better Special Education Teachers?" Exceptional Children 71, n. 3 (aprile 2005): 217–29. http://dx.doi.org/10.1177/001440290507100301.

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Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency provisional licensure. Differences between the two groups were substantial, with effect sizes exceeding 1.5 standard deviation units. In sharp contrast, the two teacher groups did not rate themselves significantly different in teaching competence.

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이미아. "Special education teacher leadership perceived by pre-service special education teachers". Journal of Special Children Education 11, n. 4 (dicembre 2009): 121–39. http://dx.doi.org/10.21075/kacsn.2009.11.4.121.

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김한샘 e 김라경. "An Analysis of Contracted Special Education Teacher’s Image Perceived by Special Education Teachers". Journal of Inclusive Education 11, n. 2 (novembre 2016): 79–104. http://dx.doi.org/10.26592/ksie.2016.11.2.79.

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Whitaker, Susan D. "Needs of Beginning Special Education Teachers: Implications for Teacher Education". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 26, n. 2 (aprile 2003): 106–17. http://dx.doi.org/10.1177/088840640302600204.

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Yoon, Jin-Ju,, e Jong-Lyoul, Park. "Teacher Agency of Adapted Physical Education Teachers". Korean Association For Learner-Centered Curriculum And Instruction 22, n. 24 (31 dicembre 2022): 847–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.847.

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Objectives This study explores how the teacher agency of adapted physical education teachers is expressed in their subject, and what contextual factors affect the teacher agency in various special education settings. Methods A qualitative case study method was used for six adapted physical education teachers working at special education sites in various regions. Educational data of research participants were collected through in-depth interviews. Data analysis was conducted inductively by harnessing Priestley et al.’s (2015) ecological perspective as a theoretical framework. Results Adapted physical education teachers proactively practiced physical education when they understood the context of the situation and formed their own firm belief, while endeavouring to teach their subject consistently in any environment. The manifestation of teacher agency was promoted when the belief and values of physical education formed from teachers’ previous life experience matched with any one of the cultural, structural, and social contexts. In addition, factors that facilitated the manifestation of teacher agency include the school culture that is permissive for major subjects, the support from fellow teachers and important people, and the proper physical environment for physical education classes. On the other hand, barriers to the manifestation of teacher agency were the discourse taking adapted physical education as an integrated subject and stressing individualised education for students subject to special education as opposed to school curriculum, on-site atmosphere that does not recognise adapted physical education, the absence of physical environment support, limited emphasis on their role as special teachers, and lack of reflection on their major subject. In addition, despite the agreement between the repetitive and evaluative dimensions, fear of the projective dimensions also acted as a barrier. Conclusions Based on the findings, this study suggested the possibility that adapted physical education teachers proactively manifest teacher agency, the need for incumbent teacher education for adapted physical education, and the atmosphere to recognise special education as a school curriculum and institutional measures to improve this.

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Levent, Deniz. "Prospective special education teachers metaphorical perceptions on the concept of special education teacher". Educational Research and Reviews 11, n. 24 (23 dicembre 2016): 2155–66. http://dx.doi.org/10.5897/err2016.3050.

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Hwang, Soonyoung. "Recognition of Teacher Identity by Special Education Classroom Teachers". Journal of Special Education 35, n. 3 (31 dicembre 2019): 27–44. http://dx.doi.org/10.31863/jse.2019.12.35.3.27.

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Kurtts, Stephanie A., Jewell E. Cooper e Carolyn Boyles. "Preparing Nontraditional Adult Teacher Education Candidates to Become Special Education Teachers". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 30, n. 4 (ottobre 2007): 233–36. http://dx.doi.org/10.1177/088840640703000403.

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Lee, Juengeun. "The Comparison of Teacher’s Competence on Multicultural Education between General Education Teachers and Special Education Teachers". Special Education Research 11, n. 1 (29 febbraio 2012): 81. http://dx.doi.org/10.18541/ser.2012.02.11.1.81.

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BAĞCI, Hakkı, e Özlem ASLAN BAĞCI. "Special Education Candidate Teachers’ Metaphors about Social Media". International Journal of Psychology and Educational Studies 7, n. 2 (2 maggio 2020): 185–94. http://dx.doi.org/10.17220/ijpes.2020.02.017.

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Sgambelluri, Rosa. "Perception of Disability: Motricity-oriented education routes and inclusivity-based research perspectives". EDUCATIONAL REFLECTIVE PRACTICES, n. 2 (dicembre 2021): 222–32. http://dx.doi.org/10.3280/erp2-special-2021oa12952.

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Many education scholars consider motricity aggregating and inclusive (Bertagna, 2005; Block & Vogler, 1994; Goodwin & Watkinson, 2000; Moliterni, 2013). It helps all students to develop specific motor and relational skills and non-special-needs students to manage special needs effectively (Slininger, Sherrill, & Jankowski, 2000). These positive aspects also have their impact on PE teachers according to their individual views of disability and special needs (Papadopoulou, Kokaridas, Papanikolaou, & Patsiasouras, 2004; Tripp & Rizzo, 2006). However, teacher attitude towards a special-needs student does influence day-to-day teaching and learning. The special-needs teacher's perception of disability is an important inclusivity factor that could make educational practice difficult, as class design needs constant adaptation and change. The paper presents an important educational experience at the University of Reggio Calabria, Italy, as we worked on our future special-needs teachers' perception and consequent management of inclusivity through motricity knowledge acquisition, with a view to designing and practicing more and more inclusive processes.

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Pocinho, Margarida, e Líria Fernandes. "Depression, Stress and Anxiety among Parents of Sons with Disabilities". Psychologist: Practice & Research Journal 1, n. 1 (5 novembre 2018): 103. http://dx.doi.org/10.33525/pprj.v1i1.29.

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Background: The prevention of depression, stress, and anxiety is an enormous concern of the World Health Organization and it has been a topic of research over the last decades. However, studies with families with sons or daughters with disabilities are scarce, which stresses out the need to develop scientific research in this area. It is of paramount importance to understand the impact of having a child with disability, so that effective strategies of action can be delineated. Goals: This study aims to assess depression, stress and anxiety of parents with sons or daughters having intellectual deficit, multi-deficiency or autism, considering gender, age of both parents and sons/daughters, as well as education level of the parents.Methods: With a cross-sectional observational study, data were collected at schools and at special education institutions through self-administered questionnaires. Two different groups of participants were included in the sample: parents of sons/daughters having intellectual deficit, multi-deficiency or autism, and parents of sons/daughters without disability. Participants were recruited according to a random stratified (by sons/daughters’ age and gender) random sampling. The Depression Anxiety Stress Scale (DASS-21) was administered to both groups of parents, with the collaboration of special educations teachers and school psychologists. Data were analysed using SPSS version 21.0. Descriptive and parametric inferential statistic (t-tests and ANOVA) were performed. Effect sizes based on differences between means were also calculated. Results: Overall, 871 participants were enrolled in the study: 403 parents (227 mothers and 176 fathers; 21 to 81 years old, M = 45) of sons/daughters having a disability, and 468 parents (242 mothers and 226 fathers; 25 to 79 years old, M = 43)) of sons/daughters without disabilities. Most of the children had intellectual disabilities (n = 206), followed by autism (n = 143) and multi-deficiency (n = 52). Parents with children/youth with disabilities showed higher levels of anxiety, depression and stress than the other parents. Levels of anxiety, depression and stress are associated with disabled sons/daughters’ age (higher levels associated to older ages) and negatively with parent’s education level (higher levels associated to lower education). Discussion: These results highlight the need to more deeply reflect about the necessity of designing intervention programs targeting the development of coping strategies to prevent or minimize parent’s anxiety, depression and stress. This type of intervention is of key importance to capacitate families to cope with these adverse conditions, thus promoting the mental health and psychological wellbeing of parents and disabled children. Keywords: Depression, Stress, Anxiety, Children, Disability.

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Iano, Richard P. "Special Education Teachers". Journal of Learning Disabilities 23, n. 8 (ottobre 1990): 462–65. http://dx.doi.org/10.1177/002221949002300802.

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Shumaieva, Svitlana. "FACTORS OF INCREASING OF SPECIAL EDUCATION OF SELF-EFFICACY BY FUTURE TEACHERS IN THE USA". Scientific Journal of Polonia University 59, n. 4 (16 novembre 2023): 119–24. http://dx.doi.org/10.23856/5916.

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The article examines the importance of the pedagogical self-efficacy formation of future teachers for working with students with special educational needs, analyzes the influence of a teacher's professional self-efficacy on their self-regulation, and indicates possible options for working with students in the direction of the formation of future teachers of special education pedagogical self-efficacy. It was determined that the concept of «pedagogical self-efficacy» is an integrative education expressed in the teacher's confidence in his own professional competence, the ability to productively carry out pedagogical activities, choosing such means of pedagogical influence that ensure the successful achievement of the goals of the educational process. It was made the conclusion that pedagogical self-efficacy is one of the most important aspects of teacher’s professional training. In this key Social-cognitive theory by Albert Bandura was analysed.

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Mulrine, Christopher F., e Manina Urgolo Huckvale. "Secondary Special Education Teachers as Teacher Leaders: Redefining Their Role". Kappa Delta Pi Record 50, n. 2 (3 aprile 2014): 61–64. http://dx.doi.org/10.1080/00228958.2014.900845.

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Alexandra Shelton e Rebecca A. Cruz. "Leveraging the Paraeducator-to-Teacher Pipeline to Attract and Prepare Special Education Teachers". Journal of Special Education Preparation 3, n. 2 (18 settembre 2023): 54–64. http://dx.doi.org/10.33043/josep.3.2.54-64.

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The well-documented special education teacher shortage in the U.S. has significant negative consequences for students with disabilities who require specially designed instruction from special education teachers. To address this shortage, special education teacher preparation programs should explore innovative approaches to recruiting and training future special education teachers. One such approach is the paraeducator-to-teacher (PTT) pipeline in which paraeducators complete preservice coursework and on-the-job training to earn their special education certification. In this article, we present two PTT pipelines that exist within one special education teacher preparation program. First, we review the literature on PTT pipelines and their efficacy in building the field. Next, we provide an overview of the special education teacher preparation program of interest and its state context, followed by descriptions of the program’s two PTT pipelines. We then discuss the levers that support implementation of each PTT pipeline. Finally, we present considerations for special education teacher preparation programs to ensure PTT pipelines expand the special education teaching workforce with well-prepared, high-quality special education teachers equipped to support students with disabilities.

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Blândul, Valentin Cosmin, e Adela Bradea. "DEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS". Problems of Education in the 21st Century 75, n. 4 (20 agosto 2017): 335–44. http://dx.doi.org/10.33225/pec/17.75.335.

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In a general sense, competence represents a higher finality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences: professional (they show the teacher's theoretical knowledge), psycho-pedagogical (they concern the teacher's ability to know their students and to establish interhuman relationships with them) and methodical (concerns the teacher's ability to teach effectively the elements of the didactic content). Due to the particularities of special / inclusive education, teachers involved in this form of education should possess mainly psycho-pedagogical and methodical competences so that they can meet successfully the educational needs of students with disabilities. The aim of the research was to identify the psycho-pedagogical and methodical competences of special / inclusive education teachers, as well as ways to improve them using continued professional training activities. The sample consisted of 225 teachers, who work in various forms of special education in Bihor County, Romania. The instrument consisted of a questionnaire with 21 items. The research was conducted in April 2017. The results of the research showed that special education teachers are more empathetic and use a more diversified range of didactic strategies, while inclusive education teachers are concerned with continued professional training in the field of special education. Keywords: didactic competences, people with disabilities, special / inclusive education

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LeeYoungsun e 권정민. "Preservice Teachers' Changing Perceptions of Inclusive Education During Special Education Teacher Training Course". Journal of Special Children Education 12, n. 2 (giugno 2010): 399–416. http://dx.doi.org/10.21075/kacsn.2010.12.2.399.

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Feng, Li, e Tim R. Sass. "What makes special-education teachers special? Teacher training and achievement of students with disabilities". Economics of Education Review 36 (ottobre 2013): 122–34. http://dx.doi.org/10.1016/j.econedurev.2013.06.006.

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Pyung-Gang Jung e 김유리. "Perceptions of Elementary Special Education Teachers on the National Teacher Exam". Journal of Research in Curriculum Instruction 21, n. 4 (agosto 2017): 334–49. http://dx.doi.org/10.24231/rici.2017.21.4.334.

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Ediyanto, Ediyanto, Ranti Novianti, Wiwik Dwi Hastuti, Fina Riswari, Nindya Ayu Rizqianti e Tata Gading Jatiningsiwi. "Analysis of Special Guidance Teachers in Malang City Based on Teacher Competencies". Proceeding of International Conference on Special Education in South East Asia Region 2, n. 1 (12 novembre 2023): 299–316. http://dx.doi.org/10.57142/picsar.v2i1.349.

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A Special Guidance Teacher is a teacher who has a special education/exceptional education background or who has received training in special education/exceptional education and is assigned to an inclusive school. A Special Guidance Teacher must be based on several main competencies such as pedagogic, personality, professional, and social. The purpose of this paper is to describe the situation in the field regarding the potential of accompanying teachers for Special Need Students based on the basic competencies of teachers. This is expected to encourage the process of realizing performance products that can support the quality of professional education as evidenced by the competencies possessed by Special Need Students and companion teachers along with adequate professional allowances according to the standard of living of a well-off society. The method used is the descriptive qualitative method. The research subjects were 3 Special Guidance Teachers and a Shadow with data collection techniques interview techniques, and literacy. Data analysis uses the Miles & Huberman (1992) interactive analysis model. Based on the results of the study, overall teacher competence in Special Guidance Teachers in Malang can be said to be quite good. In detail, the ability of Special Guidance Teachers competence in pedagogical and professional competence is still lacking, while the ability of Special Guidance Teachers in personality and social competence is good. Based on the research findings, there are several suggestions, among others: 1) For policymakers, it is hoped that the results of the study can be used to make new policies, conduct training, and coaching to improve the quality of teacher educators, especially for disabilities. 2) For Special Guidance Teachers, it is expected to utilize the research results as a reference to improve teacher competence to create disability-friendly schools. 3) For future researchers, it is hoped that research will be carried out more carefully and thoroughly on aspects of the needs and abilities of Special Guidance Teachers so that the competence of teachers with disabilities is better and more appropriate.

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Gorban, O. V. "Problems of teaching logic to law students". Uzhhorod National University Herald. Series: Law 2, n. 80 (20 gennaio 2024): 416–20. http://dx.doi.org/10.24144/2307-3322.2023.80.2.66.

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The problem of teaching logic to lawyers is, first of all, its abstract and formal nature, detached from legal practice. Therefore, secondly, the tendency to restrict or even remove logic from the curricula is provoked. This, thirdly, is followed by the lack of rationale for the majority of court decisions in Ukraine. The purpose of the article is to clarify the subject of legal logic - the main question from a range of problems, the solution of which will contribute to the improvement of the quality of training of lawyers. The conducted analysis of the research revealed sufficient validity of the subject of legal logic. The sphere of law has a strong-willed and competitive, contradictory character. This determines the need for a special, argumentative reasoning based on natural, not formalized language. It is formed in a practically directed dialogue, taking into account political, moral, etc. factors. At the same time, deductive incorrectness and incompleteness of the premises are possible, provided that the conclusion is rationally substantiated, sufficiently convincing, depending on the context of the legal discourse. Legal considerations suggest doubts about the identity of abstract and concrete objects and deviation from logical rules. This requires additional analytical procedures - interpretation and interpretation based on deductive and inductive models with opposite means and techniques. In conclusion, the author’s position is the expediency of interdisciplinary teaching of logic to lawyers in one course with two content modules: formal logic and legal logic. Another option is two relevant courses. The professional level of teaching should be provided, respectively, by professors-philosophers and professors-lawyers. The best are teachers with two relevant educations.

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Sayi, Aysin Kaplan. "Teachers’ Views about the Teacher Training Program for Gifted Education". Journal of Education and Learning 7, n. 4 (23 maggio 2018): 262. http://dx.doi.org/10.5539/jel.v7n4p262.

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Gifted children are a special group within the scope of the special education so it is needed to be used by a number of special techniques and teaching methods. However, most teachers do not receive any training about gifted students. This situation-teachers lack of necessary education- can cause gifted students to underachieve or quit the school. The number and variety of professional tranings on gifted students is rather limited. In the study, a teacher training program which aimed to provide teachers experience about the applications on gifted education “Teacher Training Program for Gifted Education” were presented to teachers and teacher views were gathered about the program. Therefore, in order to identify teachers' views on the strengths and limitations of the Teacher Training Program for Gifted Education” constitutes the aim of this study. The research was carried out on 71 teachers in a semi-experimental design on one single group from the experimental models. As data collection tool, a questionnaire consisting of 16 likert type and four quasi-structured in total 20 questions was used developed by the researcher. Accordingly, the participants had a positive opinion with all parts of the training; program, the qualifications of the instructors related to the field, the pedagogical qualifications of the instructors, course progress and testing/assessment. They emphasized the duration of the program and application as the limitiations of the program so they suggest longer duration, branch based training and more applications opportunity.

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Abbas, Chassib Fanukh. "Online Learning of Students with Special Needs: Teachers’ Perspectives". International Journal of Early Childhood Special Education 14, n. 1 (17 marzo 2022): 16–25. http://dx.doi.org/10.9756/int-jecse/v14i1.221003.

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This research was an attempt to find an effective vocabulary-teaching method order for Iraqi young foreign language learners. An experiment was conducted during regular Iraqi class sessions for seven weeks, from April 13th to May 29th, 2019. In this experiment, two vocabulary-teaching method orders, explicit-first order and implicit-first order, were compared for effectiveness, using a within-group design. The participants of the groups were fourth graders at Al-Hadi Primary School in Babil Governorate, Iraq. Each group had almost thirty students. They had the same background when it came to learning English. Flashcards were used for the explicit vocabulary-teaching method, while stories were used for the implicit vocabulary teaching method. For the first three weeks, Group 1 was taught English vocabulary using the explicit method at the beginning of each session, followed by the implicit method. On the other hand, during each session, Group 2 was taught using the implicit method first, followed by the explicit method. Both groups had a one-week break in week four. After the break, the orders of vocabulary teaching methods were switched for each group for the next three weeks. The amount of words that the students could recall was measured by a multiple choice test at the end of each session. As a result of the experiment, slight differences were found between the two orders and two groups, but it is difficult to say which order is more effective than the other one because the difference was not remarkable. Rather, it is now assumed that the homeroom teacher's influence and the students' personalities, as well as environmental and affective factors, could be more critical to students' foreign language learning.

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Shinn, Mark R., Gerald A. Tindal e Deborah A. Spira. "Special Education Referrals as an Index of Teacher Tolerance: Are Teachers Imperfect Tests?" Exceptional Children 54, n. 1 (settembre 1987): 32–40. http://dx.doi.org/10.1177/001440298705400104.

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The academic performances and naturally occurring characteristics of students referred by regular education classroom teachers for possible placement in special education programs were examined. Curriculum Based Assessment procedures were used with 570 grade 2 through 6 students referred because of reading difficulties. Teacher bias was examined by comparing the reading performances of referred students as a function of their sex and ethnicity and by comparing the percentages of students to the base rate population of low reading performers. Teacher accuracy was investigated using “narrow band” or “broad band” definitions. Findings indicated that teachers are both accurate and biased in the referral process. The implications of the findings are discussed in relationship to current identification practices and to the suggestion that teachers be treated as tests in lieu of current practice.

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Seo, Seonjin, Mary T. Brownell, Anne G. Bishop e Mary Dingle. "Beginning Special Education Teachers' Classroom Reading Instruction: Practices That Engage Elementary Students with Learning Disabilities". Exceptional Children 75, n. 1 (ottobre 2008): 97–122. http://dx.doi.org/10.1177/001440290807500105.

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Researchers conducted a study that examined the classroom reading practices of beginning special education teachers and each teacher's ability to promote student engagement. The researchers observed 14 beginning special education teachers over a 6-month period and identified the teachers as most engaging, highly engaging, moderately engaging, or low engaging. Through qualitative data analysis, researchers identified 4 themes related to instructional engagement that differentiated the teachers: instructional quality, responsiveness to student needs, socioemotional climate of the classroom, and student autonomy. Although the most engaging and highly engaging teachers were relatively consistent in demonstrating these themes, most other teachers were not. This article discusses these findings in light of previous research on beginning teachers and makes suggestions for additional research.

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Antić, Zorica. "Teacher Education in English for Special Purposes". Acta Facultatis Medicae Naissensis 33, n. 3 (1 settembre 2016): 211–15. http://dx.doi.org/10.1515/afmnai-2016-0022.

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Summary This paper establishes a basic framework for addressing the issue of teacher’s role and education in English for Special Purposes (ESP) with an overview of English for Medical Purposes (EMP). The content of an ESP/EMP syllabus is determined by the learners’ reasons for learning English. This has led to a change in the role that teachers have in specialized English classes compared to general English. They are required to work actively with the learners and medical subject teachers in order to create a syllabus that would promote effective learning. Teacher education encompasses adequate knowledge, teaching and professional skills, interests and attitudes towards teaching.

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Kang, Jong Gu. "A Study on Special Education Teacher’s Identity through Special Classroom Teachers in Secondary General Schools". JOURNAL OF SPECIAL EDUCATION & REHABILITATION SCIENCE 54, n. 3 (30 settembre 2015): 1. http://dx.doi.org/10.15870/jsers.2015.09.54.3.1.

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P. Sampan, Faith, e Dennis G. Caballes. "Sense of Efficacy and Burnout among General and Special Needs Education Teachers". Journal of Humanities and Education Development 5, n. 3 (2023): 102–5. http://dx.doi.org/10.22161/jhed.5.3.13.

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Teacher self-efficacy as defined is the teacher’s belief in his own capability to prompt student engagement and learning even when students are difficult or unmotivated. It can also be developed and influenced by a lot of factors such as teacher training, teaching experiences, support from colleagues, and personal characteristics. Burnout as defined by the World Health Organization is a syndrome conceptualized resulting from chronic workplace stress that has not been successfully managed. It is further defined as having three dimensions: a. feelings of energy depletion or exhaustion, b. increased mental distance from one’s job, or feelings of negativism or cynicism related to one's job, and c. reduced professional efficacy. This research aims to see if there is a significant difference in terms of the burnout experienced by teachers when grouped according to unit. It is also aimed to see if there is a significant difference in the teacher’s sense of efficacy of general education and special education teachers. The results revealed that there is no significant difference in terms of burnout experienced by teachers when grouped according to unit. When the teacher’s sense of efficacy was calculated and analyzed, it revealed that there is no significant difference in the teacher’s sense of efficacy of general education and special education teachers.

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Hammel, Alice, e Ryan Hourigan. "The Fundamentals of Special Education Policy: Implications for Music Teachers and Music Teacher Education". Arts Education Policy Review 112, n. 4 (agosto 2011): 174–79. http://dx.doi.org/10.1080/10632913.2011.592463.

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Kim, Jung-Gyu. "Recognition on Special Teachers in Pre-service on the Professional Image of Special Education Teacher". Journal of Special Education 24, n. 1 (giugno 2017): 217–37. http://dx.doi.org/10.34249/jse.2017.24.1.217.

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Gilman, Rich, e Frederic J. Medway. "Teachers' perceptions of school psychology: A comparison of regular and special education teacher ratings." School Psychology Quarterly 22, n. 2 (giugno 2007): 145–61. http://dx.doi.org/10.1037/1045-3830.22.2.145.

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Dong-Young Chung e Bae Jae-hee. "The Influence of Teacher Identity of Special Education Teachers on Job Stress". Journal of Special Education for Curriculum and Instruction 12, n. 2 (giugno 2019): 89–108. http://dx.doi.org/10.24005/seci.2019.12.2.89.

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강영택 e 이정현. "Special education teachers' Burnout and Job Satisfactions based on their teacher experience". Journal of Special Education 21, n. 2 (dicembre 2014): 48–76. http://dx.doi.org/10.34249/jse.2014.21.2.48.

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Mohammad, Fteiha, Elsori Deena, Khalil Ashraf e Al Bustami Ghanem. "Utility and Professional Attitudes toward Assistive Technology in UAE Special Needs Centers". International Journal of Early Childhood Special Education 13, n. 2 (2 dicembre 2021): 23–32. http://dx.doi.org/10.9756/int-jecse/v13i2.211035.

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The attitude of teachers about the use of technology is critical. As a result, when teachers have a constructive outlook toward a new type of assistive technology, they are more likely to make meaningful efforts to successfully integrate it into the teaching-learning process. The way assistive technology is used in the teaching and learning environment is heavily influenced by a special education teacher’s attitude. Therefore, the study explored the availability of assistive technology and explored the attitudes of professional of special education towards the use of assistive technologies in special needs centers of United Arab Emirates (UAE). Questionnaires were distributed and 100 responses were received from special education professionals. No statistically significant differences were observed in the attitudes of special education teachers and therapists with respect to their experiences, profession, gender, academic qualification, or locality. Assistive technologies were mostly used in different areas of special education including computer access, spelling, learning, recreation, environmental control, vision and hearing, writing, communication, mathematics, mobility, and positioning and seating. There is a constructive impact on the learning process of the children with special needs considering the expertise of specialist teachers and therapists on assistive technology linked to positive educational outcomes of students with special needs.

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Farouq Ghoer, Hilman, Teti Ratnawulan, Wachyudin . e Euis Nani Mulyati. "SPECIAL NEED EDUCATION TEACHER’S COMPETENCY MASTERY THROUGH TEACHER INTERNSHIP PROGRAM I". PEOPLE: International Journal of Social Sciences 3, n. 3 (5 dicembre 2017): 327–33. http://dx.doi.org/10.20319/pijss.2017.33.327333.

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42

Ambulkar, Ameya, Yavana Rani S. e Nidhi Rastogi. "Regions with the highest rates of teacher certification and students' cognitive milestones with learning disabilities or emotional/behavioral issues". Multidisciplinary Science Journal 5 (18 agosto 2023): 2023ss0220. http://dx.doi.org/10.31893/multiscience.2023ss0220.

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The teacher's special education certification (SPEC) degree is a barometer for their competence in study, practice, and policy. This research compared the test scores of elementary and middle school children with learning disabilities and emotional and behavioural disorders taught by Special Education Teachers (SET) to those of students who General Education Teachers (GET) led in the same subject areas. The type of certification for teachers has little impact on most student groupings. In Learning Disabilities (LD) and regular education, students with LD and more extraordinary intellectual ability performed better in English language arts (ELA) with a trained teacher. Students with Emotional Behavioural Disorders (EBD) who were less proficient in mathematics were less likely to be helped by SET compared to General Education (GE) and Licensed Special Education Teachers (LSET). These words' actual meanings are examined concerning SET quality measures. The outcomes reported here should be understood under several constraints. Operational datasets, like the one utilized in this study, rarely contain data on crucial factors that affect an exceptional education-certified or dual-certified teacher's capacity for effectiveness.

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Nelson, Barbara Scott, e Pamela L. Grossman. "Teachers' Special Knowledge". Educational Researcher 21, n. 9 (dicembre 1992): 32. http://dx.doi.org/10.2307/1177020.

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44

JAYANTHI, MADHAVI, VALERIE SAWYER, JANET S. NELSON, WILLIAM D. BURSUCK e MICHAEL H. EPSTEIN. "Recommendations for Homework-Communication Problems". Remedial and Special Education 16, n. 4 (luglio 1995): 212–25. http://dx.doi.org/10.1177/074193259501600405.

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The purpose of this study was to generate recommendations for improving communication between home and school regarding the homework assigned in mainstream classes. specifically, the objectives of the study were to identify recommendations for ameliorating homework-communication problems between (a) parents and classroom teachers, (8) parents and special education teachers, and (c) classroom teachers and special education teachers. subjects for this study were 8 parents of students with mild disabilities, 13 special education teachefs of students with mild disabilities, and 11 classroom teachers who taught students with mild disabilities in their classes. six focus groups were used to generate recommendations. many recommendations for solving homework-communication problems were identified by parents, classroom teachers, and special education teachers. five themes emerged from these recommendations: time and opportunity; knowledge; attitudes and abilities; bypass; and other. these results, as well as limitations of the study and future research needs. are discussed

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45

Bock, Marj, Mari Caballero e Kelly O'Neal-Hixson. "Special Education Teachers in Residence". Educational Renaissance 10, n. 1 (2 novembre 2021): 32–47. http://dx.doi.org/10.33499/edren.v10i1.181.

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Rural schools face unique challenges recruiting teachers. Rural school administrators report difficulties finding qualified applicants. Unique challenges rural special education teachers face, e.g., working with a more diverse group of students including those with significant disabilities, heighten the difficulties rural administrators experience when recruiting and retaining qualified special education teachers. Leveraging university/rural school partnerships, e.g., resident teacher university/school partnerships, can help rural schools recruit and retain qualified special education teachers. This article describes the Teachers College Special Education Fellowship Program (TCSEFP), a virtual residency in teaching program. This program established virtual partnerships between the university and numerous rural school districts throughout the state. The article includes a description of the program, evaluation data, and implications for other virtual university/school residency in teaching programs.

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46

Katsiyannis, Antonis, Dalun Zhang e Maureen A. Conroy. "Availability of Special Education Teachers". Remedial and Special Education 24, n. 4 (luglio 2003): 246–53. http://dx.doi.org/10.1177/07419325030240040701.

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47

Billingsley, Bonnie, Maya Israel e Sean Smith. "Supporting New Special Education Teachers". TEACHING Exceptional Children 43, n. 5 (maggio 2011): 20–29. http://dx.doi.org/10.1177/004005991104300502.

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48

Westling, David L. "Overview: Effective Special Education Teachers". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 15, n. 2 (aprile 1992): 59–61. http://dx.doi.org/10.1177/088840649201500202.

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49

Park, Heejung, Hyejin Kang e Jihyun Jang. "Special Education Teachers’ Perception of Digital Competencies Required for Pre-Service Special Education Teachers". Journal of speech-language & hearing disorders 32, n. 4 (31 ottobre 2023): 107–16. http://dx.doi.org/10.15724/jslhd.2023.32.4.107.

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50

Doikou, Maro. "Promoting social and emotional learning in pupils with disability. Special teachers’ perceptions and practices". International Journal of Emotional Education 16, n. 1 (aprile 2024): 154–68. http://dx.doi.org/10.56300/iyzp5999.

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Abstract (sommario):

Pupils with special educational needs and disabilities (SEND) are at risk for emotional, behavioural and social difficulties. Social and emotional learning (SEL) may be particularly beneficial to fostering these children’s resilience. Given the importance of teacher’s role in promoting SEL, the present study aimed to explore special teachers’ perceptions of SEL and the practices they use to enhance their pupils’ social and emotional skills. Data were collected by means of semi-structured interviews with 15 Greek primary and secondary education special teachers and were analysed with the use of reflexive thematic analysis. The findings of the study revealed that the special teachers considered the creation of a supportive school environment a key prerequisite to addressing the pupils’ with SEND needs. They perceived SEL as a process aiming to the development of social and emotional skills which contributes to pupils’ emotional development and social inclusion. Although they used a number of practices for this purpose, their efforts were often hindered by the lack of collaboration with general education teachers and their limited knowledge on SEL. The findings are discussed with respect to the need to enhance cooperation between the members of the school community and teachers’ training on SEL.

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