Preparing General Education Teachers for Inclusive Settings: The Role of Special Education Teachers in the Professional Development School Context

2001 ◽  
Vol 24 (4) ◽  
pp. 288 ◽  
Author(s):  
Deborah L. Voltz
Keyword(s):  
Professional Development ◽  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Professional Development School ◽  
School Context ◽  
General Education Teachers ◽  
Inclusive Settings

scholarly journals Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

2017 ◽  
Vol 6 (4) ◽  
pp. 40 ◽  
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
General Education ◽  
Special Education Teachers ◽  
Psychological Empowerment ◽  
Self Regulation ◽  
General Education Teachers ◽  
Self Determination ◽  
Resource Room ◽  
Resource Rooms

The purpose of this study was to investigate whether there are differences in the teaching of self-determination between general and special education teachers in Taiwan. The participants were 380 teachers recruited from elementary schools nationwide in Taiwan. Among them, 128 were general education teachers, while the others were special educators providing services in either resource rooms (n = 125) or self-contained classrooms (n = 127). The Teaching Self-Determination Scale (TSDS) was used to collect data. Descriptive statistics, t tests, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data. Findings showed that both general and special education teachers’ level of teaching self-determination was in the range of “sometimes to often”. Nevertheless, general education teachers’ level in teaching psychological empowerment, self-regulation, and autonomous skills was higher than that of their special education counterparts. Additionally, general educators tended to focus the most on instructing psychological empowerment abilities, while the self-contained classroom teachers paid intense attention to the teaching of autonomous skills. Resource room teachers demonstrated a relatively balanced instruction of various skills. Findings of this study enabled us to further understand elementary school teachers’ level of teaching self-determination and its characteristics as well. Suggestion and implications are provided.

scholarly journals IMPROVING THE DELIVERY OF SPECIAL EDUCATION SERVICES: EXAMINING COMMUNICATION AMONG TEACHERS, PARA-EDUCATORS, AND AN EDUCATIONAL COOPERATIVE

2020 ◽  
Vol 8 (4) ◽  
pp. 325-334
Author(s):  
Eric Freeman ◽  
Bilal Fayiz Obeidat ◽  
Pamela Martin ◽  
Jennifer Sinclair
Keyword(s):  
Special Education ◽  
School Districts ◽  
General Education ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
Group Discussions ◽  
Efficiency And Effectiveness ◽  
Clear Idea ◽  
General Education Classrooms ◽  
And Training

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

scholarly journals Aufgabenklärung in inklusiven Settings. Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Alina Quante ◽  
Claudia Urbanek
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Theoretical Foundation ◽  
Work Teams ◽  
Professional Work ◽  
Eine Analyse ◽  
Inclusive Settings ◽  
Inklusive Bildung

Die Umsetzung schulischer Inklusion erfordert eine (multi-)professionelle Kooperation. Welche konkreten Aufgaben allgemeine und sonderpädagogische Lehrkräfte im inklusiven Setting übernehmen (sollen), gilt als Kern der Kooperationsproblematik. Die Klärung dieser Frage liegt in der Verantwortung der Lehrkräfte. Ausgehend von der Notwendigkeit der Professionalisierung von pädagogischem Fachpersonal für inklusive Bildung und Kooperation wird auf ein Fortbildungskonzept zur Kooperation im inklusiven Setting verwiesen. Dazu werden die theoretische Fundierung, die konzeptionelle Verankerung sowie die wesentlichen Inhalte der Fortbildung zusammenfassend dargestellt. Die explizite Aushandlung der Aufgabenzuständigkeiten wird mithilfe eines Reflexionsbogens unterstützt. Zudem erfolgt eine Analyse der Daten aus der Begleituntersuchung zur Frage nach den gegenwärtigen und gewünschten Zuständigkeiten für inklusionsspezifische Aufgaben aus Sicht der Lehrkräfte.   Abstract (Multi-)professional work teams are needed to meet the requirements of inclusive education. It is unclear which tasks collaborating teachers (should) fulfil, wherefore task clarification is considered the problematic core of collaboration. Regular and special education teachers are mostly left to clarify these uncertainties on their own. Following the need for professionalization in inclusive settings a professional development measure, especially designed for pairs of collaborating teachers in inclusive settings, is depicted. The theoretical foundation, the concept and essential contents will be described. A sheet for reflection is used as one part of professional development, to encourage the task clarification among teachers. The research project, accompanying the professional development, poses the question which tasks are considered as whose responsibility and if this classification is in line with the teachers’ expectations.

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