2,854 results on '"*SPECIAL education teachers"'
Search Results
2. The Impact of Social Emotional Learning on High School Students in a Partnered Learning Environment
- Author
-
Gianna Deledda
- Abstract
The purpose of this case study is to examine the impact that social emotional learning (SEL) has on students within a partnered learning classroom environment. Most research on social emotional learning focuses on elementary aged students, and lacks data from high school aged adolescents. Research interests include topics such as body language when engaging with peers, active and passive listening, how well students can collaborate with peers with diverse abilities, and the effectiveness of collaboration between educators, among other areas of interest. High school students whose ages ranged between fifteen to eighteen and two students whose ages ranged from nineteen to twenty-one, were chosen to partake in this study, based off of an initial observation. Participants consist of general and special education students, as well as instructional assistants, a special education teacher and the lead art teacher. Data was collected through digital observational field notes and a corresponding spreadsheet to track behaviors and analyze the potential benefits of collaborative art-making spaces. Data was coded by the following overarching themes: relationship skills, social awareness, and collaboration among educators; and then branched into smaller themes such as passive/active listening, interactions with peers, redirection, and amount of time on task. The study concluded that collaborative classroom spaces yield positive social outcomes for students with various disabilities, as well as their general education counterparts. The study also yielded results that co-taught classrooms can be successful with proper organization and communication between educators.
- Published
- 2024
3. IEP Team Members' Experiences on the Process of Preparing Individualized Education Program in a Secondary School
- Author
-
Ömer Faruk Toprak and Aysun Çolak
- Abstract
Phenomenological design was used in this research to determine the experiences, opinions and suggestions of the stakeholders in the Individualized Education Program (IEP) development team during the IEP preparation process. Nine parents 20 teachers and a school administrator who were in the IEP team and took part in the IEP preparation process participated in the research. Researcher diary, demographic data form, observation and semi-structured interviews were used in accordance with the principle of data triangulation while collecting data from the participants. The data were analyzed with the QSR Nvivo 11 package program. As a result of the research, it was concluded that parents should be involved in the IEP development process, but this would be possible depending on some preconditions, and one of these preconditions was family education. It has been observed that the stakeholders in the team have developed a communication system based on information sharing. It was observed that the stakeholders had difficulties in the IEP preparation process due to reasons such as insufficient training on the process, insufficient knowledge about the process and laws, and inexperience. According to another result of the research, it was stated that it would not be appropriate for individuals with special needs to take part in the IEP preparation process, but they could be included in the process if certain conditions were met. In addition, as a result of the research, various suggestions were presented on deep research and applications for the IEP development process.
- Published
- 2024
4. Promoting Social and Emotional Learning in Pupils with Disability. Special Teachers' Perceptions and Practices
- Author
-
Maro Doikou
- Abstract
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 15Greek 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.
- Published
- 2024
5. 45th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2023
- Author
-
Office of Special Education and Rehabilitative Services (OSERS) (ED) and New Editions Consulting, Inc.
- Abstract
The describes the nation's progress in (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting States and localities in providing IDEA services to all children with disabilities; and (4) assessing the effectiveness of efforts to provide IDEA services to children with disabilities. The report focuses on children with disabilities being served under IDEA, Part B and Part C, nationally and at the State level. Part B of IDEA provides funds to States to assist them in making FAPE available to eligible children with disabilities, ages 3 through 21, who are in need of special education and related services, whereas Part C of IDEA provides funds to States to assist them in developing and implementing statewide, comprehensive, coordinated, multidisciplinary interagency systems to make early intervention services available to all eligible children with disabilities, from birth through age 2, and their families.
- Published
- 2024
6. Misalignments between Student Teaching Placements and Initial Teaching Positions: Implications for the Early-Career Attrition of Special Education Teachers. Working Paper No. 293-0224
- Author
-
National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Ben Backes, James Cowan, Dan Goldhaber, Zeyu Jin, and Roddy Theobald
- Abstract
Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in Massachusetts from their field placements to their early-career teaching positions and study the characteristics of their field placements and the degree to which these are aligned with their early-career teaching positions. We also assess the degree to which alignment is associated with early-career teacher turnover. We found that many of these teachers student-taught in an inclusive setting but were hired into a self-contained special education setting and vice versa, and teachers who experienced this misalignment were more likely to leave the workforce early in their careers. Teachers who student taught with a supervising practitioner without a special education license were also more likely to leave early. Findings suggest that teachers training to educate students with learning disabilities should student teach in a setting that is aligned with where they are likely to be hired, and with a supervising practitioner who is trained in special education.
- Published
- 2024
7. The Roles and Responsibilities of the School Support Team in Inclusive Education in Kindergartens
- Author
-
Ivana Rochovská, Vladimír Klein, and Viera Šilonová
- Abstract
Inclusive education presents a significant challenge for contemporary society. All children should have the opportunity to develop according to their educational needs within an inclusive environment. The effectiveness of the school support team plays a crucial role in achieving this goal. This research aimed to explore the perspectives of teaching staff in kindergartens, including headmasters, teachers, and teaching assistants, regarding inclusive education, with a specific focus on their views and attitudes towards the roles of school special educators and teaching assistants in preschool education. A mixed-methods research strategy was employed to achieve this aim. Data were collected using a self-constructed questionnaire containing both closed and open items, completed by 394 respondents from 142 kindergartens. The findings indicated that teaching staff perceived the existence of a school support team as having a positive impact on addressing various children's issues and enhancing teachers' work. These results contribute to a broader understanding of the roles and responsibilities of the members of a school support team in kindergartens.
- Published
- 2024
8. Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs
- Author
-
Andrea Laser, Serra Acar, Karen Brown, Katherine B. Green, Lindsey A. Chapman, Chelsea T. Morris, Lauren Hart Rollins, Annie George-Puskar, Monica Gonzalez, Alesia Mickle Moldavan, Kathy R. Doody, Katrina Fulcher-Rood, Pamela Schuetze, Kaitlin Jackson, Bradley Mills, Lindsay R. Dennis, Tai Cole, Kelly Farquharson, and Marisa Macy
- Abstract
The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted approach to equip candidates with knowledge, skills, and attitudes/dispositions to successfully work within the field. This compilation article includes multiple authors of each section who share strategies, assignments, tools, and experiences to center the Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators (Division for Early Childhood [DEC] of the Council for Exceptional Children [CEC], 2020; hereafter referred to as the EI/ECSE Standards) and DEC's Recommended Practices (RPs). These strategies are shared through a "spiraling curriculum" framework, and progress from an awareness level to reflection of candidates' own practice. In addition, this article shares related resources to consider in planning for innovative coursework and practicum/student teaching opportunities. Specific examples of spiraling experiences to deepen learning through opportunities to introduce content aligned to RPs and EI/ECSE Standards are included.
- Published
- 2024
9. Innovative Approaches to Teacher Preparation Improving Use of Evidence-Based Practices in EI/ECSE
- Author
-
Katherine Szocik, Clarissa B. Wade, Heather L. Walter, Christan G. Coogle, Sondra M. Stegenga, and Sarah A. Nagro
- Abstract
Making connections between macro and micro-level practices help teacher candidates to better understand the interdisciplinary nature of the system in which they work. Therefore, we present a collaborative approach to support an increase in early intervention and early childhood special education teacher candidate knowledge and application of best practices. We use a case study to illustrate example approaches and resources (e.g., coaching and reflective practice) that address both macro and micro-level considerations for leaders as they support cross-disciplinary collaboration and teaching practices. Implications for leaders are included to support their preparation of early intervention and early childhood special education teacher candidates.
- Published
- 2024
10. Examining the Professional Dedication Levels of Special Education Teachers Working in Primary School According to Different Variables
- Author
-
Cahit Nuri, Kevser Güleç, and Basak Baglama
- Abstract
The purpose of this research is to examine the professional commitment levels of special education teachers working in inclusive classes in the Turkish Republic of Northern Cyprus (TRNC), according to different variables. This study used a relational survey model, which is a quantitative research method. A total of 130 special education teachers working in special education schools participated in this research during the 2021-2022 academic year. In the study, "Demographic Information Form" and "Teaching Professional Commitment Scale" were used as data collection tools. According to the findings obtained from the research, no significant differences were found in special education teachers' professional commitment according to age, gender, marital status, professional seniority, support from colleagues, and support from administrators. Significant differences were found in special education teachers' professional commitment according to educational status, job satisfaction, and wage satisfaction. According to the findings obtained as a result of the research, it has been revealed that special education teachers who are satisfied with their job are highly committed to their profession, self-sacrificing and devoted to their students.
- Published
- 2024
11. The Social Injustice of the Have-Nots in the Special Education Teacher Shortage
- Author
-
Gerlinde Beckers
- Abstract
This position paper identifies the complexity of the special education teacher (SET) shortage and the social injustices of the already marginalized population of students with disabilities (SWD). Nationally, policy reforms and teacher certification initiatives may have unknowingly perpetuated the shortage of SET in an attempt to increase the supply and strengthen the impact of teacher quality on student outcomes. There are documented factors contributing to the shortage as well as initiatives designed to increase the supply of SET. The disparities in the access to highly qualified SET for SWD have been evident for decades. The negative impact on academic and behavioral outcomes of SWDs are even greater for those SWDs who experience the intersectionality of race, low-socioeconomic status, certain geographical location, and low-incident disabilities. An immediate call to action is required for sustainable resolutions to increase the supply of highly qualified SET to ensure SWDs access to a "free, appropriate, public education" and eliminate the modern day "Have Nots" of the already marginalized in society.
- Published
- 2024
12. School Collaboration in a Rural Setting: Improving Student Reading Outcomes by Implementing a Tiered Model of Instruction
- Author
-
Sunaina Shenoy, Christopher Johnson, and Allison Nannemann
- Abstract
This study highlighted the school collaboration and process involved in implementing Tier 1 reading instruction in a rural school in New Mexico and measured the efficacy of this model on student outcomes. Our participants included seven elementary grade teachers, two special educators, one principal, and 106 students in Grades K-6. Our process involved adding more reading time to the schedule, providing teachers with pacing guides and fidelity checklists to maintain teacher accountability with reading instruction, leading biweekly professional learning communities for teachers, and using individually administered curriculum-based measures to track student outcomes in reading. Our results depicted student growth in reading outcomes across elementary grades and a reduction in risk for reading difficulties from the beginning to the end of the school year, which in part could be attributed to our model of Tier 1 reading instruction.
- Published
- 2024
13. Exploring School Leaders' Perceptions of Gifted Education Educator and Gifted Program Evaluation
- Author
-
Rachel Louise Geesa and Krista M. Stith
- Abstract
In an effort to better support the needs of PK-12 students identified as gifted or high-ability, school leaders need to be familiar and comfortable with supporting gifted education educators and developing and evaluating gifted education programs. Gifted education educators should have defined roles and responsibilities, and school leaders need to be prepared to effectively evaluate gifted education educators. In this mixed-methods study, we explored pre-service and in-service school leaders' perceptions of evaluation of gifted education programs or gifted education educators through responses from one anonymous survey with 36 respondents and one optional, confidential interview with seven participants. The findings from our study may guide pre-service and in-service school leaders, principals, higher education faculty, and policymakers as they consider how best to develop programming and evaluate gifted education programs and gifted education educators to inclusively meet the needs of gifted students throughout their PK-12 educational experience.
- Published
- 2024
14. The Degree of Special Education Teachers' Employment of Electronic Educational Games in Teaching Disabled Students
- Author
-
Burhan Mahmoud Hamadneh, Mamoun Mohammed AL-Azzam, Turki Mahdi Alqarni, and Abdulaziz Derwesh Almalki
- Abstract
The study aimed to reveal the degree of special education teachers' employment of electronic educational games in teaching the disabled. It also showed statistical differences according to the variables of gender, academic qualification, and years of experience. To achieve the objectives of the study, the descriptive survey method was used. The study sample consisted of (96) male and female teachers, of whom (47) male and (47) female teachers were chosen in a stratified random manner from the Directorate of Education for Najran region in the Kingdom of Saudi Arabia in the academic year 2022/2023. A questionnaire consisting of (30) items was used, distributed in three domains: planning, implementation, and evaluation. The results showed that the degree of special education teachers' employment of electronic educational games in teaching students with disabilities obtained a mean of (2.57), with a low degree. The results also showed that there are statistically significant differences in the responses of the study sample about the degree of special education teachers' employment of electronic educational games in teaching students with disabilities due to the variables of academic qualification in favor of postgraduate studies, and years of experience in favor of more than ten years. However, there was no statistically significant difference due to the gender variable. The study recommended that the Ministry of Education should pay attention to holding and organizing various specialized training programs to develop the capabilities of special education teachers to employ electronic educational games in teaching, especially in planning, implementation, and evaluation.
- Published
- 2024
15. Managing Self-Regulatory Behaviour in Young Autistic Children in the Western Cape, South Africa
- Author
-
Sunkiree Veerasamy
- Abstract
Background: Self-regulation is the ability to understand and manage one's behaviour and reactions. It leads to stress management, reducing anxiety and well-being of individuals with Autism Spectrum Disorder (ASD). The most prominent clinical and phenotype characteristics of autism are associated with social and behavioural communication, language impairments. Researchers argue that autistic children have difficulties with self-regulation in their schooling life, which may impact their learning. Aim: This study reveals how teachers understand and manage self-regulatory behaviour in the classroom. Setting: The sample comprised six teachers who specialise in teaching autistic children from Autism Specific Schools and inclusive mainstream schools. Methods: A qualitative research methodology was adopted to gain an in-depth understanding of teachers' perceptions of self-regulatory behaviour in autistic children. The study adopted an interpretive approach. Results: The data revealed that teachers held positive views on self-regulatory behaviour. They valued self-regulatory behaviour as a tool to recharge and cope with the stress of functioning in the neurotypical world. However, they did not know how to manage the teaching of autistic children as well as adapting the environment for them to learn and be accepted. Conclusion: It can be concluded that (1) there is a need for change in the way we perceive and support autistic children, (2) training programs and professional development are required in schools, (3) teachers need to adapt the learning environment to manage self-regulatory behaviour, (4) recognition of neurodivergence. Contribution: The study contributes to better management of self-regulatory behaviour to support teacher training in the management of self-regulatory strategies.
- Published
- 2024
- Full Text
- View/download PDF
16. Inclusive Literacy Access for Students with Autism
- Author
-
Chelsea P. Tracy-Bronson and Sara Scribner
- Abstract
Designing effective literacy interventions is a primary topic of importance in educational law, research, and practice (IDEA, 2004; International Dyslexia Association, 2020). The purpose of this article is to examine inclusive approaches to literacy instruction and reading comprehension for students with autism that in turn supports instructional access within inclusive general education classrooms. This conceptual framework for this article is teaching for: a) inclusive mindset and pedagogy, rooted in social justice and with a presumption of competence for all learners and b) disability studies in education to welcome innate student variation and understand the structural elements that lead to marginalization in schooling. As applied to this article, these conceptual frameworks help in understanding how space can be made to widen the literacy instructional access for students with autism within inclusive general education. The connection between inclusive strategies and examples of practice connected to Universal Design for Learning principles are explored and connects these with effective and evidence-based practices for students with autism in the research. Expanding access to literacy experiences for students with autism ensures this research to practice praxis in inclusive general education classrooms.
- Published
- 2024
17. Transitioning Special Education Self-Contained Special Units into Learning Support Bases for Inclusion: The Case of Zanzibar Primary Schools
- Author
-
Said Juma and Lela Mussa
- Abstract
Inclusive education is a globally accepted approach that aims to provide equal opportunities to all learners, regardless of their differences. In the 1990s, the Zanzibar Ministry of Education introduced special education units for children with disabilities attached to some primary schools. However, in 2004, the role of these special units had to change gradually. This study investigates the process of changing the role of the special units, the achievements made by the units in supporting the inclusion of learners with special education needs into regular classrooms, and the challenges they face. The research collected data through documentary review and semi-structured interviews with ten special education teachers working in the special units, ten regular schoolteachers, and a focused group discussion with the Ministry of Education and Vocational Training officers responsible for promoting inclusive education. The study revealed mixed results regarding the role of the special units in promoting inclusive education in Zanzibar. The units were used as preparatory classes before some pupils with disabilities were included in regular classrooms. However, the units lacked inclusive transition into regular classrooms. Furthermore, there was a lack of coordination and collaboration between the teachers of the special units and those from the regular classrooms in implementing inclusive education. The study recommends better utilization of the special units for promoting inclusive education in the research context and similar contexts in Sub-Saharan Africa. The study highlights the need for collaboration between special education teachers and regular classroom teachers to ensure that all learners have equal opportunities to achieve their full potential.
- Published
- 2024
18. Preparedness of Online General and Special Educators to Teach Diverse Learners: A Study of Online Middle School Teachers' Perceptions
- Author
-
Breauna C. Wall
- Abstract
Diverse learners attending online K-12 schools deserve high quality and accessible educational programs. This research studies the preparation, knowledge, and practices of online middle school general and special education teachers in relation to supporting the needs of diverse learners, namely students with Specific Learning Disabilities (SLD). A study of the literature indicated online teachers need training and development related to meeting the needs of students with disabilities and researchers call for more studies analyzing the preparedness and support of our teachers to meet the needs of diverse learners. This study responds to this need for action through a quantitative approach to examining the perceptions of middle school teachers across nine online public schools seeking to understand their preparedness, knowledge, and pedagogical practices related to teaching students with SLD in online schools. Teachers expressed a lack of preparation when reflecting on their pre-service training programs, in-service new teacher training and ongoing professional learning. In online schooling, it is necessary for teachers to have technological knowledge and skills to effectively teach all students. The findings from this study support an intervention that aims to improve online middle school teachers' knowledge and skills related to teaching students with SLD in online school environments.
- Published
- 2024
19. An Improvement and Learning Journey: Empowering Local Special Education Entities to Address the Special Education Teacher Shortage in Illinois
- Author
-
National Center for Systemic Improvement at WestEd
- Abstract
The following resource is an impact story of how NCSI built the capacity of Illinois State Board of Education (ISBE) to design a state system of support to begin addressing the special education teacher shortage. The resource provides context for the intensive technical assistance focusing on improvement science, provides qualitative and quantitative examples of impact, and concludes with lessons learned from the partnership.
- Published
- 2024
20. EFL Special Education Teachers' Perspectives: Evaluating Game-Based Learning for ADHD Behavioral Disorders
- Author
-
Amr M. Moham, Tahany S. Shaaban, and Hassen Alazhar Jmaiel
- Abstract
Objective: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients. Method: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning. Results: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem solving, assessment methods, collaboration, and the acquisition of academic skills. Conclusions: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD.
- Published
- 2024
- Full Text
- View/download PDF
21. Initial Evaluation Practices to Identify Young Children with Delays and Disabilities
- Author
-
Rachel Stein and Elizabeth Ste
- Abstract
The value of early intervention is well demonstrated; however, less is known about the processes that initial evaluation teams use to evaluate and determine young children's eligibility for early intervention (EI) and preschool special education. The present study surveyed multidisciplinary early childhood providers (N = 1445) who conduct initial evaluations for young children. Quantitative survey data were analyzed using descriptive analyses to describe the location of initial evaluations, tools used, team membership, and approaches to eligibility determination for children with possible delays and disabilities. Evaluation practices varied greatly, but evaluation teams most often included early childhood special educators and speech and language pathologists, school psychologists or other specialists were less frequently involved. Eligibility approaches were also wide-ranging with percentage delay and standard deviation below the mean most often used; several challenges when determining eligibility were also described. Evaluations for EI and preschool special education were compared to look at variations. Statistically significant differences were found when comparing evaluations focused on eligibility for EI or preschool special education. Implications and future directions are explored.
- Published
- 2024
- Full Text
- View/download PDF
22. Demystifying Tele-Counseling: Meeting Student Needs through Ethical Decision-Making and Collaborative Consultation
- Author
-
Mia Kim Williams, Robert Paul Maddox, Tiffany Hunt, Alexandra Frank, James Rujimora, Lindsey Nichols, and Heather Summers
- Abstract
Digital technology has been an integral part of transforming educational resources for students in recent decades, however, the fallout of the COVID-19 pandemic has focused education on infusion of digital technologies throughout programs to better meet students' needs. School districts have benefited from the American Rescue Plan Act funding and the surge of new or re-envisioned resources and tools launched in the aftermath of the pandemic's influence on school environments. Through this phenomenon, new opportunities have become particularly accessible to students with disabilities, and educators are in a new position to collaboratively consult to ensure resource availability. This paper discusses implications of the progressing landscape of technology in schools for providing mental health services. Using a fictional district-wide memo it illustrates how collaborative consultation can guide practitioners to use ethical considerations and ideal practices in technology integration and collaboration to meet the needs of students with disabilities.
- Published
- 2024
- Full Text
- View/download PDF
23. Using AI to Support Special Education Teacher Workload
- Author
-
Samantha R. Goldman, Juli Taylor, Adam Carreon, and Sean J. Smith
- Abstract
There is a nationwide shortage of special education teachers (SETs) due, in part, to unmanageable workload expectations, which has reached crisis level. SETs are expected to modify, adapt, and accommodate general education curriculum to meet the needs of their students, communicate and collaborate with parents and general education teachers, and progress monitor on IEP goals, to name a few. SETs, especially those in more restrictive self-contained settings, report spending almost half of their time completing non-teaching tasks. One emerging and innovative solution to help SETs accomplish these tasks is using Artificial Intelligence (AI). AI powers many popular educational tools, such as predictive text, adaptive learning platforms, and digital assistants. The launch of ChatGPT, Bard, and other generative pre-trained transformers (GPTs), provides an opportunity to support SETs with some of the paperwork requirements. This is due to the GPTs ability to craft human-like responses via drafting essays, emails, lists, and the like. In this article, we provide step-by-step directions to use ChatGPT. Additionally, we illustrate how GPTs can be used to operationalize, automate, and streamline many of the SET's non-teaching tasks through specific examples of its use in (1) collaboration; (2) adapting readings; and (3) developing progress monitoring assessments.
- Published
- 2024
- Full Text
- View/download PDF
24. Technology Integration among Special Education Certified Co-Teachers in the Inclusion Classroom
- Author
-
Kathryn Nieves Licwinko
- Abstract
This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a three-part survey about their technology integration attitudes within their co-taught classroom, as well as their practices in integrating specific technology tools. For the qualitative phase, semi-structured interviews were conducted with eight of the outlier co-teachers about their lived experiences with technology as a co-teacher. The pairing of the quantitative and qualitative data collected led to three conclusions about special education co-teachers, including that they (a) are seeking additional learning opportunities about technology, (b) plan asynchronously using collaborative technology tools with their partners, and (c) tend to focus on pedagogy within technology integration.
- Published
- 2024
- Full Text
- View/download PDF
25. Chatting with GPT: Enhancing Individualized Education Program Goal Development for Novice Special Education Teachers
- Author
-
Salih Rakap
- Abstract
Novice special education teachers often face challenges in developing high-quality Individualized Education Program (IEP) goals for children with autism. The use of artificial intelligence (AI) tools, such as ChatGPT, has shown potential in supporting teachers in IEP development. This study aimed to investigate the impact of ChatGPT on the quality, content, and time spent on IEP goal development for novice special education teachers. Moreover, impact of previous training on IEP and goal development was examined. 22 novice special education teachers were randomly assigned to either the ChatGPT group or the control group. Participants developed IEP goals for five children with autism, and the quality of the goals was assessed using the Revised IEP/IFSP Goals and Objective Rating Instrument. The use of ChatGPT significantly improved the quality of IEP goals developed by novice special education teachers, regardless of previous training status. Moreover, novice teachers who used ChatGPT spent significantly less time developing IEP goals compared to those who did not use ChatGPT. Furthermore, the IEP goals developed by the ChatGPT group were more comprehensive, addressing specific strengths and needs of children with autism, in comparison to the goals developed by the control group. The findings suggest that the use of ChatGPT can be a valuable tool in supporting novice special education teachers in developing high-quality IEP goals efficiently. The study highlights the importance of providing training on IEP development and the potential benefits of AI tools in general and special education practice.
- Published
- 2024
- Full Text
- View/download PDF
26. Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism
- Author
-
Maria L. Hugh, LeAnne Johnson, and Angel Fettig
- Abstract
Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices.
- Published
- 2024
- Full Text
- View/download PDF
27. 'Small Successes Make It Worthwhile': The Rewards and Challenges of the SENCo Role in a Primary School in England
- Author
-
Carla Solvason, Amanda Sheehy, Amaechi John Osuki, and Jo Winwood
- Abstract
Previous research by the authors of this piece hinted at the heavy workload of Special Educational Needs Co-ordinators (SENCos) within settings in England, and their ever-mounting challenges in the context of reduced local government services and cuts in funding to schools for their children with Special Educational Needs. As a result of these findings, the aim of this research was to focus exclusively on the lived professional experience of the SENCo in primary schools in England. Through anonymous survey, we asked SENCos to share with us their perception of their role and the responsibilities that it included. Although our sample of 20 was relatively small, it provided rich data about the preparedness and the perceived competence and confidence of those in this role. Workload, and the erosion that excessive demands caused to the well-being of SENCos dealing with complex systems, was prominent in the data we collected, in line with most recent investigations of the educationalist's experience in England. However, our data also raised questions about the status, or lack of, of the SENCo in settings, the way in which the nationally recognised qualification associated with the role is delivered and sources of support available to those in the role.
- Published
- 2024
- Full Text
- View/download PDF
28. Provider Perspectives on Equity in Use of Mobile Health Autism Screening Tools
- Author
-
Katharine E. Zuckerman, Luis Andres Rivas Vazquez, Yesenia Morales Santos, Plyce Fuchu, Sarabeth Broder-Fingert, Jill K. Dolata, Steven Bedrick, Jasmine Fernandez, Eric Fombonne, and Benjamin W. Sanders
- Abstract
Mobile health (mHealth) screening tools for autism are gaining in prevalence, and have benefits such as video content and direct resources linkage. However, it is unclear whether such tools will ameliorate autism inequities or will help only those already advantaged in autism care. To investigate this issue, we conducted semi-structured qualitative interviews with 18 primary care and Early Intervention/Early Childhood Special Education providers in six US states. Providers were given hypothetical scenarios in which a family presents to care with results from one of 9 mHealth autism screening tools. Providers discussed their clinical approach and assessed the tool's fit with their patient/client population. Each transcript was audio-recorded, transcribed, and coded; a phenomenological approach was used to develop key themes. 4 themes and 18 subthemes emerged. These included "Clinical and business factors" (e.g. scope of practice concerns and clinical efficiency), "Validity and trustworthiness" (e.g. familiarity, data privacy/security), "Family interaction quality" (e.g. supporting family advocacy, provision of information, affecting family anxiety, and emotional support), and "Accessibility" (e.g. English proficiency/language issues, cultural inclusivity, and literacy/educational level). Providers suggested modifications to enhance equity, such as portraying diverse families, reducing the reading level of text, and making tools shorter to better fit clinical context.
- Published
- 2024
- Full Text
- View/download PDF
29. Preparing Special Educators and School Principals in Special Education Law: An Undervalued Area of Professional Training?
- Author
-
Ellen G. Casale, Alysia F. Green, Samantha E. Goldman, Meghan M. Burke, and Robert M. Hodapp
- Abstract
Although special education legal knowledge is central to educating students with disabilities, how two critical school professionals--special educators and school principals--garner such knowledge is unclear. This study identified gaps in the professional training for special educators and school principals by examining professional standards and common textbooks. After identifying 32 special education legal concepts, we used content analysis to determine the extent to which each concept was mentioned in professional standards and preservice textbooks (five in special education, six in principal preparation, and four in school law). Compared with special education textbooks (in which 68%-84% of special education legal concepts were mentioned), preservice principals received less information on special education law in their general textbooks (3%-13% of concepts mentioned), although gaps narrowed when examining school law textbooks (63%-81%). Special education and school law texts consistently included concepts related to the six pillars of the Individuals with Disabilities Education Improvement Act (IDEA), as well as more specific concepts, such as discipline/behavior and related services. Rarely mentioned concepts were extended school year, resolution meetings, and compensatory services. We discuss training, research, and policy implications.
- Published
- 2024
- Full Text
- View/download PDF
30. Barriers to Implementing Student-Led IEPs
- Author
-
Andrew R. Scheef, Kristopher H. Yeager, and Malarie E. Deardorff
- Abstract
Traditional teacher-led Individualized Education Programs (IEPs) typically provide limited opportunities for students receiving special education services to meaningfully participate in the process. Even with a significant body of literature supporting the benefits of student-led IEPs, many school-based personnel maintain the traditional teacher-led model. As such, this study explored barriers to student-led IEPs, including an analysis of the differences in perceptions between school personnel who currently report facilitating student-led IEPs and those who report not facilitating student-led IEPs. In total, 275 participants completed quantitative survey items, with 155 of these same participants providing responses to a qualitative open-ended question. Results suggest common barriers to student-led IEPs include factors related to (a) students, (b) systemic issues, and (c) other IEP team members. In addition, those who do not have students who lead IEPs were more likely to identify the following specific factors as barriers: student ability, teacher self-efficacy, personal interest, and the age of the student. Discussions about implications for practice and future research are included.
- Published
- 2024
- Full Text
- View/download PDF
31. An Analysis of the Self-Determined Learning Model of Instruction Coaching Model Principles in High School Classrooms
- Author
-
Sheida K. Raley, Jennifer L. Bumble, Kayla M. Malone, Lindsay F. Rentschler, Karrie A. Shogren, Kara A. Hume, Daniel J. Greenberg, and Abdulaziz H. Alsae
- Abstract
Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of coaching conversations between coaches and general and special education high school teachers implementing the SDLMI with autistic students to explore alignment with the guiding principles of the SDLMI coaching model. Findings highlighted the usefulness of the coaching principles in building trust between coaches and teachers, supporting teachers to set meaningful goals and build skills and competencies related to SDLMI implementation, promoting innovation and fidelity, and facilitating reflective dialogue. Implications for research and practice are discussed.
- Published
- 2024
- Full Text
- View/download PDF
32. Paraprofessional to Teacher: Attracting and Preparing Special Educators for a Critical Shortage
- Author
-
Keri C. Fogle, Daisy Pua, and Beth Wilt
- Abstract
As the teacher shortage continues to sweep the country, Grow Your Own (GYO) programs designed to attract and prepare more individuals into the teaching ranks are gaining national attention, particularly those targeting special education. Assisting paraprofessionals who work with students with disabilities has long been considered as one strategy among the array of ideas to grow more teachers and retain them. The solution includes GYOs that provide paraprofessionals with tuition support to earn their degrees and teaching certificates. Yet, little is known about outcomes of programs that fund paraprofessionals to become teachers. The state of Florida funded GYO program has compiled outcome data on more than 200 paraprofessionals who received tuition support to obtain their degrees. Data support the notion that when provided with financial assistance, paraprofessionals do earn their degrees and apply for teaching certification. Retention data also indicate that they remain certified at commendable levels.
- Published
- 2024
- Full Text
- View/download PDF
33. Early Childhood Special Education Teacher Candidates' Field Experiences: A Systematic Review
- Author
-
Katherine Szocik, Kristen Merrill O'Brien, Sarah A. Nagro, and Margaret A. Gerry
- Abstract
The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities in the United States. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs' early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed.
- Published
- 2024
- Full Text
- View/download PDF
34. Professionals' Perspectives on Service Delivery: The Impact of COVID-19 on Early Childhood Special Education Providers
- Author
-
Douglas Gomez, Megan Kunze, Elizabeth Glenn, Bonnie Todis, Kandyce Kelley, Christina M. Karns, Ann Glang, and Laura Lee McIntyre
- Abstract
Early childhood special education (ECSE) professionals were forced to drastically change their methods of providing services as a result of the COVID-19 pandemic. In this qualitative study, we conducted interviews to understand how the COVID-19 pandemic has impacted ECSE professionals both personally and professionally. ECSE professionals described challenges as well as unexpected positive outcomes associated with continuing to work in the midst of the COVID-19 pandemic. Professionals also explained the importance of increasing parent interaction through coaching interventions while engaging in remote service delivery. The findings conclude with professionals' discussions of how the field may be impacted by the pandemic in the future. Results were discussed in the context of service provision and implications for supporting professionals who work with young children with disabilities.
- Published
- 2024
- Full Text
- View/download PDF
35. Supporting Social Play of Preschoolers with and without Autism: A Collaborative Approach for Special Educators and Speech Language Pathologists
- Author
-
Megan Fedewa, Laci Watkins, Angela Barber, and Jennifer Baggett
- Abstract
Play in early childhood environments is critical to the social development of all children, including those with disabilities. Children with autism often experience delays in the development of play skills and may especially struggle with social play with peers. Thus, strategies to support social play in inclusive preschool settings are needed. The purpose of this article is to provide practitioners with an overview of evidence-based strategies to increase play interactions between children with autism and their peers in inclusive preschool settings. We outline the importance of play in early childhood classrooms, provide an overview of common play and social interaction challenges experienced by young children with autism, and describe and exemplify strategies to promote play between peers. We provide recommendations for collaborations between special educators and speech language pathologists working with children with autism to support children's play in inclusive environments.
- Published
- 2024
- Full Text
- View/download PDF
36. Trauma-Informed Schools: Implications for Special Education and School Counseling
- Author
-
Robert Paul Maddox II, James Rujimora, Lindsey M. Nichols, Mia Kim Williams, Tiffany Hunt, and Richard Allen Carter
- Abstract
In this manuscript a review of the prevalence of trauma among students in the United States and its impact on child development and the educational environment is conducted. Case vignettes are used to highlight the impact of trauma present in schools and a framework for implementing trauma-informed care (TIC) in special education is explored. The Missouri Model for Trauma Informed Schools, an existing trauma-informed schools model, is used as a guide throughout the manuscript to highlight principles of TIC and explore the collaborative partnerships needed for TIC, particularly those between special education teachers and school counselors. Finally, indicators for TIC and resources for school personnel are provided.
- Published
- 2024
- Full Text
- View/download PDF
37. Using Emotions as Data: A Framework for Supporting Educators' Well-Being and Improving Professional Practice
- Author
-
Kristabel Stark and Jessica Koslouski
- Abstract
Considering the salience of emotions in their work, special educators should think of them as an important source of data to inform and improve their practice. Special educators' emotions and emotional labor are a rich and accessible form of data that can directly inform their delivery of high-quality instruction. Although special educators predominantly use student data to inform instruction, other forms of teacher-level data are already used to support students' achievement. For example, teacher fidelity data help practitioners and researchers understand how to improve implementation of evidence-based interventions (e.g., Harn et al., 2013), and teacher video data can help teachers to reflect on their own practice and improve their pedagogical skills (e.g., Tripp & Rich, 2012). By utilizing their emotions as another valuable form of teacher-level data, educators can reflect on complex but important dimensions of their work. They can apply emotional data to make effective instructional decisions. In this article, two ways in which emotional data can support the work of special educators are highlighted. Then the authors introduce a four-step framework for educators beginning to use their own emotions as data.
- Published
- 2024
- Full Text
- View/download PDF
38. Professional Development with Ongoing Coaching: A Model for Improving Educators' Implementation of Evidence-Based Practices
- Author
-
Alicia F. Saunders, Shawnee Wakeman, Brett Cerrato, and Holly Johnson
- Abstract
Behavior skills training (BST) with ongoing coaching is an effective form of professional development that creates sustained educator practice change and improves student outcomes. We provide a model for how BST can be used to improve the implementation of evidence-based practices with both teachers and paraprofessionals, the latter of whom often do not receive professional development opportunities or coaching. We propose a model for BST with digital tools that can be used in face-to-face, hybrid, and virtual formats, which is timely given the pandemic. A vignette with a dyad of educators is used to illustrate the model and examples of fidelity and coaching forms are included. A figure of the BST process with visual supports provided to the educators is included.
- Published
- 2024
- Full Text
- View/download PDF
39. Writing in Elementary Students with Language-Based Learning Disabilities: A Pilot Study to Examine Feasibility and Promise
- Author
-
Cynthia S. Puranik and Anthony Koutsoftas
- Abstract
Purpose: Although children with language-based learning disabilities (LLD) demonstrate significant difficulties with writing, empirical evidence to support interventions is sparse. Therefore, the purpose of this pilot study was to examine the feasibility and promise of a writing intervention for fourth- and fifth-grade students with LLD (WILLD: writing in students with LLD). The intervention components included word-, sentence-, and discourse-level writing processes and instructional practices using self-regulation strategies. Method: Participants for this study were 15 students with LLD, recruited from three different schools. Students' writing was assessed using a sentence probe task and obtaining an informative paragraph writing sample as a measure of proximal writing outcomes. Trained speech-language pathologists (SLPs) and special educators delivered the intervention in a small-group format over 12 weeks. Using a within-group pre--post design, we examined changes in writing outcomes before and after the intervention. Results: Results indicated that the intervention helped students improve their informative writing skills; students' writing quality showed a statistically significant increase, and grammatical errors showed a significant decrease. Conclusions: Evidence from this pilot effort indicates that WILLD was feasible and appears to show promise for improving writing outcomes for fourth- and fifth-grade students with LLD when delivered by SLPs and special educators in a small-group format. Implications of the results and directions for future research are discussed.
- Published
- 2024
- Full Text
- View/download PDF
40. A Comparison of General and Special Education Teachers' Attitudes toward Evidence-Based Practices for Students with Autism Spectrum Disorder
- Author
-
Blaine Garman-McClaine
- Abstract
Students identified with autism spectrum disorder (ASD) benefit from the implementation of evidence-based practices (EBPs) in all educational settings, including general education classrooms. Research indicates that EBPs are not consistently implemented across educational placements, nor are they always implemented with fidelity. One contextual factor that can influence successful EBP implementation is teacher attitudes toward an EBP. This study examined and compared the attitudes of general education and special education teachers toward EBPs. Study results suggest that special education teachers have more positive attitudes toward EBPs, while general education teachers are more likely to diverge from EBPs to support students with ASD. These findings have implications for improving the implementation of EBPs in both general and special education classrooms for students with disabilities, particularly students with ASD.
- Published
- 2024
- Full Text
- View/download PDF
41. Elementary Teachers' Perceptions and Reported Enactment of Autonomy from Prescribed Pacing Guides
- Author
-
Vonna L. Hemmler, Allison W. Kenney, Susan Dulong Langley, E. Jean Gubbins, Carolyn M. Callahan, and Del Siegle
- Abstract
Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers' perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.
- Published
- 2024
- Full Text
- View/download PDF
42. Validity and Reliability of a Needs Analysis Questionnaire for the Development of a Creativity Module
- Author
-
Parthiban Govindasamy, Therese M. Cumming, and Noraini Abdullah
- Abstract
Despite the acknowledged importance of integrating creativity into school curricula, students with learning disabilities often lack the skill of creativity, due to its absence in classroom instruction. To address these gaps, the authors developed a needs analysis questionnaire assessing the necessity of a creativity module for primary school students with learning disabilities, focusing on Torrance's four creativity elements: (a) Originality, (b) Fluency, (c) Flexibility, and (d) Elaboration. This study, emphasizing content validity and reliability testing, comprised rigorous validation by a panel of nine special education experts, resulting in high content validity scores. In Part II, all items were accepted, yielding an overall S-CVI score of 0.97, indicating a 'very suitable' construct. In Part III two items were rejected; the overall S-CVI score remained at 0.80, signifying 'very suitable'. A pilot test with 30 special education teachers demonstrated Cronbach's Alpha values 0.87, indicating high reliability for all questionnaire parts. The study emphasizes the questionnaire's efficacy in assessing teachers' understanding of creativity skills and their perspectives on the importance of a customized creativity module. This tool holds substantial potential for educators and curriculum developers, providing insights to address specific student needs, foster creativity in classrooms and enhance overall educational experiences.
- Published
- 2024
- Full Text
- View/download PDF
43. Inclusion Classes in Greek Education: Political and Social Articulations. An Interpretive Phenomenological Analysis
- Author
-
Giavrimis Panagiotis
- Abstract
Inclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In this research, interpretive phenomenological analysis was used. Nine teachers of inclusive education in primary schools were involved in the study. The results showed that teachers had approached inclusion classes as closed structures with specific clinical criteria for selecting students with SEND and facing institutional barriers. At the same time, participants stressed through their discourse that the attitudes of school community members depend on the characteristics of students with SEND, which sometimes leads to their stigmatisation and categorisation and raises issues of educational and social exclusion. An implication of existing policies is the necessity to incorporate fully inclusive education principles and establish a learning framework of functional emancipatory pedagogical practices.
- Published
- 2024
- Full Text
- View/download PDF
44. Influence of the 'Learning Disability' Label on Teachers' Performance Expectations--A Matter of Attitudes towards Inclusion?
- Author
-
Linda Kashikar, Lara Soemers, Timo Lüke, and Michael Grosche
- Abstract
Teachers' expectations influence students' outcomes. Studies demonstrate that teachers lower their performance expectations of students with learning problems when these students are labelled with a 'Learning Disability' (LD) diagnosis. Our study aims to investigate whether these effects can be replicated in N = 429 special and regular education teachers. We also investigate whether positive implicit and explicit attitudes towards inclusion mitigate the negative effects of the LD label on teachers' performance expectations. Teachers were randomly assigned to the experimental (n = 214) or control group (n = 215). Both groups read the same description of a fictitious student with learning problems. In addition, the student was labelled as 'learning disabled' in the experimental group only. Results show that teachers' expected graduation level and school track recommendation were negatively affected by the LD label. It also led to a more frequent assumption that the student has an LD. Regardless of the LD label, special education teachers had lower performance expectations than regular education teachers. A positive implicit attitude towards inclusion reduced the likelihood that teachers believe that the labelled student has an LD. The findings are placed in the context of international research on disability labels and inclusive education.
- Published
- 2024
- Full Text
- View/download PDF
45. The Effect of Social Support on Attitudes towards Inclusive Education and Self-Efficacy among Pre-Service Special Education Teachers in Egypt
- Author
-
Fayrouz Ramadan Elwakil
- Abstract
The primary socializing agents have been found to play a key role in shaping teachers' attitudes. In the realm of inclusive education (IE), one of the most extensively researched themes is teachers' attitudes regarding inclusion. Contrary to a plethora of attitudinal studies that are solely concentrating on describing teacher attitudes, the present study sought to investigate the perceived social support (PSS) perceptions of pre-service special education teachers in terms of their attitudes towards inclusive education and their self-efficacy beliefs (TSE). The population of this correlational research design study consists of 525 pre-service special education teachers from six different colleges of education in Egypt's northern, central and southern big cities. Using a correlation technique and structural equation modeling (SEM) analysis, the research data were analysed. The findings revealed that the PSS scales' sub-dimensions indicate having a significant and positive relationship with TSE as well as attitudes towards IE. In addition, research revealed that pre-service special education teachers' PSS significantly predicted their TSE beliefs and attitudes towards IE. The study's findings reflect crucial implications for teacher education policymakers in addressing pre-service teachers' needs of professional learning programmes that should include a career development stage targeted at generating socially supportive role models.
- Published
- 2024
- Full Text
- View/download PDF
46. When We Came Back the Ball Was Just Not Rolling: Special Needs Educators' Perspectives of Improvisation through the COVID-19 Pandemic
- Author
-
Heidi Lourens, Jacqueline Moodley, and Noorjehan Joosub
- Abstract
While the COVID-19 pandemic disrupted education across the globe, special needs schools in middle- and low-income countries were particularly affected. Learners in these contexts often did not have access to assistive technologies and individualised adaptations of materials in their home environment. This study aimed to explore the experiences of special needs educators regarding how lockdown restrictions had impacted their educational practices. In-depth, semistructured interviews were conducted with 12 special needs educators across the Gauteng and Western Cape provinces of South Africa and were analysed through the lens of interpretive phenomenological analysis. Three themes emerged from the interviews. First, the teachers discussed the ways in which they ensured that the curriculum continued during the period of hard lockdown. Second, they discussed the challenges of remote teaching, and lastly, they addressed the challenges when the learners returned to face-to-face learning. These themes shed light on the teachers' flexibility, creativity and ability to improvise within uncertain, unpredictable and unfamiliar educational terrains. We draw the conclusion that it was largely due to positive teacher-learner relationships and the commitment by teachers that improvisation and creativity were possible and effective.
- Published
- 2024
- Full Text
- View/download PDF
47. Help Wanted: Early Intervention and Early Childhood Special Education Workforce Needs. Findings from a National Survey. Research Report
- Author
-
National Institute for Early Education Research (NIEER), Allison Friedman-Krauss, W. Steven Barnett, Tracy Jost, and Karin Garver
- Abstract
Our national survey of the early intervention (EI) and early childhood special education (ECSE) workforce highlights key strengths and concerns. Workers find their roles rewarding, appreciate making a difference for children and families, and are well-qualified, with most holding at least a bachelor's degree. However, the workforce lacks diversity, which may not reflect the children served, and nearly all workers are female, while more boys receive EI and ECSE services. High-stress levels, large caseloads, inadequate support, and poor compensation are significant issues. Addressing these challenges through better training, support, and innovative solutions is essential to retain and attract qualified professionals, ensuring children and families receive the necessary services without delays. [Funding for this report was provided by Early Childhood Personnel Center at the University of Connecticut.]
- Published
- 2024
48. The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai'i. Working Paper No. 290-0823
- Author
-
National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Roddy Theobald, Zeyu Xu, Allison Gilmour, Lisa Lachlan-Hache, Liz Bettini, and Nathan Jones
- Abstract
We study the impact of a bonus policy implemented by Hawai'i Public Schools starting in fall 2020 that raised the salaries of all special education teachers in the state by $10,000. We estimate that the introduction of this policy reduced the proportion of vacant special education teaching positions by 32%, or 1.2 percentage points, and the proportion of special education positions that were vacant or filled by an unlicensed teacher by 35%, or 4.0 percentage points. The bonus policy did not have significant impacts on special education teacher retention; instead, the impacts of the policy were driven almost entirely by an increase in the number of general education teachers in the state who moved into open special education teaching positions. The effects of the bonus policy were also largest in historically hard-to-staff schools in which all teachers also received "tiered school" bonuses of up to $8,000. Hawai'i therefore represents a unique but instructive case of how strategic financial incentives can help address special education teacher shortages.
- Published
- 2023
49. Stress Management Programs for Special Education Teachers
- Author
-
Colleen L. Eddy, Keith C. Herman, and Wendy M. Reinke
- Abstract
Stress management programs have been developed to improve teacher coping and prevent burnout. While many of these programs have promise, few have included special educators in intervention studies. Intervention programs may be beneficial for teachers in special education to increase their awareness of stress and use of coping skills, which in turn can be modeled for students in their classrooms. Encouraging individual stress management can improve well-being and student outcomes, but may be insufficient without additional classroom management and contextual support. The purpose of this paper is to use the Garwood paper as a springboard to identify potential stress management programs that might be helpful for special educators.
- Published
- 2024
- Full Text
- View/download PDF
50. The Effects of Project-Based Learning on Student Behavior and Teacher Burnout in an Emotional/Behavioral Support Classroom
- Author
-
Jonte' C. Taylor, L. Meghan Allen, Jared Van, and Michele Moohr
- Abstract
Teaching is one of the most stressful occupations in the United States. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education and general education colleagues. This burnout leads EBD teachers to leave the specialization of EBD, leave the field of special education, or leave the teaching profession as a whole. One way to mitigate this exodus of EBD teachers is to provide a broader pedagogical opportunity. Project-based learning (PBL) is a pedagogical methodology that is not often used by EBD teachers. The current study examines the use of PBL teaching to support students behaviorally and its impact on EBD teacher stress and job satisfaction. PBL was shown to improve student classroom and personal behaviors as well as increase job satisfaction for EBD teachers.
- Published
- 2024
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.