Effect of Special Education Training Programme on the Attitudes of General Education Teachers Regarding Inclusion of Children With Special Needs In General School

2018 ◽  
Vol 15 (9) ◽  
pp. 67-70
Author(s):  
Hardeep Bagotia
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Training Programme ◽  
General Education Teachers ◽  
Children With Special Needs ◽  
Special Education Training ◽  
Education Training ◽  
General School

Evaluating a Special Education Training Programme in Nicaragua

2015 ◽  
Vol 63 (3) ◽  
pp. 322-333
Author(s):  
Julie Delkamiller ◽  
Kristine D. Swain ◽  
Mitzi J. Ritzman ◽  
Elizabeth M. Leader-Janssen
Keyword(s):  
Special Education ◽  
Training Programme ◽  
Special Education Training ◽  
Education Training

scholarly journals Teacher Preparedness in Implementing Inclusive Education for Pupils with Hearing Impairments in Mombasa County, Kenya

2020 ◽  
Vol 8 (03) ◽  
pp. 1258-1262
Author(s):  
Mr. Hassan Luvanga ◽  
Dr. Sarah W. Mwangi ◽  
Dr. Robert J. Maneno
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Teaching Experience ◽  
Teacher Preparedness ◽  
Hearing Impairments ◽  
Special Education Training ◽  
Education Training ◽  
Academic Qualifications

Inclusion is a philosophy that focuses on the process of adjusting the home, school and the larger society to accommodate persons with special needs. The success of provision of inclusive practices is contingent upon the quality of teaching in an inclusive setting. This study was conducted in Mombasa County, Kenya. The study investigated teacher preparedness in the implementation of special needs inclusive education in primary schools with pupils with hearing impairments. The study focused on teachers’ academic qualifications, professional qualifications, teaching experience and whether the teachers had undertaken pre- service or in-service special education training. The prospective study was carried out between 2018- 2019 including 60 teachers and 20 head teachers. The findings revealed that although most teachers had the necessary academic qualifications to teach pupils in primary schools, they lacked adequate special education training to effectively teach pupils with hearing impairment and majority of the teachers had not undertaken any pre-service or in-service special education training to prepare them to effectively teach pupils with hearing impairments. Recommendations suggested that teachers should be adequately prepared during their pre-service education programme to effectively teach pupils with hearing impairments within the mainstream classroom setting. Recommendation was that teachers should enhance their special education skills through in-service special education training.

scholarly journals THE INCLUSION OF SPECIAL EDUCATION INTO PRESCHOOL AND ELEMENTARY GENERAL EDUCATION INSTITUCIONS IN LATVIA

2017 ◽  
Vol 3 ◽  
pp. 60
Author(s):  
Ligita Kūle ◽  
Feliciana Rajevska
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Process Management ◽  
Educational Institution ◽  
Support Staff ◽  
Rational Approach ◽  
Children With Special Needs ◽  
Funding Model ◽  
Elementary School Education

The statistics of the Ministry of Education and Science show a positive dynamics in the availability of special education. However, for inclusion of children with special needs into the mainstream education, the provision of support staff (psychologist, speech therapist, special educator) is essential. The aim of this research is to investigate the national legislation on the inclusion of children with special needs in the pre-school and elementary school education system, exploring the funding aspect. The study analyses the legislative basis for the provision of special education in mainstream schools. The research investigated the provision of special education in general education institutions in Alūksne Municipality in September - December 2016 (case study) and carried out several interviews with field experts. The study is conducted in the context of theory of inclusive special education. The study shows that in providing education support staff in an educational institution in the framework of the existing public education and special education funding model and in the context of a rural region with a low population density, there is a need for a rational approach, careful planning and process management: gathering information about all pupils with special needs in a municipality, cooperation with parents, management and mobilization of all resources.

A Survey Study of Chinese In-service Teachers' Self-efficacy About Inclusive Education

2012 ◽  
Vol 15 (2) ◽  
pp. 107-119 ◽  
Author(s):  
Mian Wang ◽  
Fei Zan ◽  
Jiaqiu Liu ◽  
Chunling Liu ◽  
Umesh Sharma
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
General Education Teachers ◽  
Survey Study ◽  
Training Experience ◽  
Special Education Training ◽  
Laws And Policies

A survey study was conducted to a total of 323 in-service teachers (110 special education teachers and 213 general education teachers) in Shanghai regarding their self-efficacy and concerns about inclusive education. Multivariate analysis results reveal that special teachers have significantly higher self-efficacy about inclusive education than general education teachers and that both general and special education teachers have the similar concerns about inclusive education and the level of their concerns is not significant. In addition, the teachers' self-efficacy about inclusive education is significantly negative correlated with their concerns about inclusive education. Specific special education training experience and knowledge of disability laws and policies affect general and special education teachers differently on their self-efficacy.

Trouble in Paradise: A Study of who is Included in an Inclusion Classroom

2009 ◽  
Vol 111 (8) ◽  
pp. 1971-1996
Author(s):  
Rachel Zindler
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Latin American ◽  
Receptive Language ◽  
Special Education Students ◽  
Second Grade ◽  
Children With Special Needs ◽  
Education Students ◽  
Inclusion Classroom

Background/Context This study is based on prior research regarding the need for explicit social instruction for children with special needs, cooperative educational models, and the goals and relative successes of inclusive educational practices. The author refers to several studies on these subjects, including those by Kavale and Forness; Salend; and Sapon-Shevin, Dobbelaere, and Corrigan. Purpose/Objective/Research Question/Focus of Study This teacher analyzes how truly “inclusive” her class was during 1 year of collaborative team teaching in a second-grade inclusion classroom. Employing research-based methods of cooperative education, she considered how successful she was in facilitating meaningful relationships between special education students from all backgrounds, and their peers. She also examined whether it was possible, despite differences in academic and social skills, to fully incorporate those children with special needs into a classroom so that their general education peers would value and include them in their activities and social life. Population/Participants/Subjects/Setting In this study, a second-grade teacher took on a new position as the general education teacher in a New York City school's inclusion team. Seven of the 24 students in the new class were special education students. These children struggled with a variety of developmental delays, such as expressive and/or receptive language processing disorders, physical disabilities, and social/emotional issues. Five of these children were bused from less affluent neighborhoods near the school to attend the program. Whereas the general population at the school consisted of upper-middle-class White and Asian families, these 5 children were from lower socioeconomic backgrounds and were either African American or of Latin American descent. Research Design This action research was conducted by a practicing teacher who collected data through interviews, sociograms, observations, and other anecdotal means.

Helping Early-Career General Education Teachers Understand Students With Special Needs

2021 ◽  
pp. 71-106
Author(s):  
Pam L. Epler
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
General Education Teachers ◽  
Early Career ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Special Needs Education ◽  
History Of Special Education ◽  
History Of

This chapter will inform early-career general education teachers on a broad spectrum of special needs topics. The chapter begins with an overview of the history of special education and describes how many facets of special needs education—such as how to classify and how best to instruct special needs students—are still controversial. It then segues into a discussion of various educational service delivery models in which special education students can be educated depending on their needs. The chapter also identifies characteristics and learning traits of special needs students. Next, it presents a detailed section of specific instructional strategies that both general education and special education instructors will find useful to implement when teaching students with special needs. Finally, a brief overview discounting many of the myths about special education is presented.

scholarly journals Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants / Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Genevieve Marie Johnson
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Mathematics Learning ◽  
Literacy Skills ◽  
Fine Motor ◽  
Children With Special Needs ◽  
Tablet Computers ◽  
School Students ◽  
Teacher Assistants

Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children’s tablets and professional development might increasingly focus of evaluation of tablet applications. Douze professeurs en éducation spéciale et aides-enseignants utilisant les iPads dans leur enseignement avec des enfants à besoins spéciaux ont rempli un questionnaire relatif à leurs pratiques et à leurs perceptions. En général, les enseignants et les aides-enseignants se sont révélés extrêmement positifs quant à la valeur des iPads pour les enfants à besoins spéciaux, en particulier pour les enfants avec autisme, avec un déficit d’attention et avec un contrôle limité de la motricité fine. Le plus souvent, les enseignants en éducation spéciale et les aides-enseignants ont indiqué avoir utilisé les iPads pour améliorer les compétences linguistiques et de littératie des élèves, bien que des activités d'apprentissage des mathématiques aient aussi été mentionnées fréquemment. Le renforcement de la motivation des élèves constituait l'avantage le plus souvent associé à l’utilisation des tablettes à l'école, suivi par des avantages liés à la planification de l’enseignement. Les tablettes pourraient devenir un élément essentiel des plans de programme individuel. Les tâches d'enseignement pourraient inclure le téléchargement et l'organisation d’applications spécifiques sur les tablettes particulières des enfants, et le perfectionnement professionnel pourrait de plus en plus être consacré à l'évaluation des applications pour tablettes.

Sign in / Sign up

Export Citation Format

Share Document