Teachers of Students With Autism Spectrum Disorder, Intellectual Disability, and Developmental Disability: Supports and Their Intent to Stay in Special Education

The Impact of COVID-19 on Individuals With Intellectual and Developmental Disabilities: Clinical and Scientific Priorities.

Tbere has long been concern in special education about the shortage of teachers who are fully certified in their main teaching assignment. Based on a national probability sample of 46,599 public school teachers, this research provides data on the certification status of both special and general education teacbers. Findings are presented for four types of teachers who enter the teaching force each year, and for two types of teachers who continue in public schools from the prior year. Results showed a chronic annual shortage of about 29, 000 fully certified teachers in special education (9.8%), a level that was almost twice the number in general education (5.59%). The shortage of fully certified teachers in special education was attributable mostly to entering teachers (32% not fully certified) and to continuing teachers who had not become established in their teaching positions (14% not fully certified). These percentages were higher than observed in general education, a finding partly due to the higher rate of turnover of teachers in special education. Implications for teacher education, professional development, and retention are discussed.

Assessing Diverse Students With Autism Spectrum Disorders

This paper investigates the proficiency of special education (SE) teachers and the challenges they face in educating children with intellectual disabilities (CIDs), as reported by primary school teachers in Afghanistan. This study utilized a qualitative narrative research approach. A total of five special education (SE) teachers who teach children with intellectual disabilities (CIDs) from different primary schools in Kabul, Afghanistan participated in this study. The schools where the special education (SE) teachers work were under the management of non-governmental organizations (NGOs). The five teachers were interviewed in the Afghan language, Dari, as well as English, based on the participants' choices, and subsequently transcribed and translated accordingly. The data was analysed using thematic analysis and resulted in the identification of three main themes: the competencies of teachers in fieldwork; pedagogical and professional knowledge; and the behavioural issues of children with intellectual disabilities (CIDs) as well as the difficulties encountered by special education (SE) teachers. They have indicated their requirement for professional development programs and modern instructional tools, both of which are considered necessary skills for instructors working in the field of special education. Ultimately, the results of this study suggest that special education (SE) teachers should possess extensive knowledge in their specific areas of expertise and consistently strive to improve their professional expertise and level of teaching proficiency. This can be achieved by enhancing their knowledge, engaging in specialized training programs for the field of special education, and actively seeking further information on the instructional skills required to support students with cognitive impairments who require individualized educational planning.

Editorial: Introduction to Special Section on Evidence-Based Practices for Persons With Intellectual and Developmental Disabilities

Purpose: This study aimed to estimate the number of students eligible for special education and the required number of special education teachers in South Korea from 2024 to 2033. Method: The study employed ARIMA time series analysis using data on special education students from 2014 to 2023. Two scenarios were presented: one excluding and the other including the projected decline in the school-age population. Results: The number of special education students is expected to increase to 142,371 by 2033 without considering the school-age population decline, and to 136,671 when the decline is accounted for. This represents an annual increase of approximately 2,500 to 2,800 students. By school level, the number of students is projected to grow in the infant, kindergarten, elementary, middle school, and specialized vocational education levels, while declining in high schools. By disability type, the number of students with intellectual disabilities, autism spectrum disorder, communication disorders, and developmental delays is expected to increase annually. In contrast, those with visual, hearing, physical, emotional/behavioral, and learning disabilities are expected to decline, while the number of students with health impairments is likely to remain stable. Based on the legal requirement of one special education teacher per four students, the demand for special education teachers in public and private schools is estimated at 35,595 by 2033 without considering the school-age population decline, and 34,170 when the decline is included. This necessitates an additional 626 to 704 teachers annually. Conclusions: The steady increase in the number of special education students highlights the importance of proactive teacher workforce planning.

Teaching Social Skills to Students with Autism Spectrum Disorders and Students with Intellectual Disabilities Kalli Kemp Individuals with Autism Spectrum Disorders (ASD) and intellectual disability (ID) exhibit impairments in social functioning (American Psychiatric Association (APA), 2013). Social skills impairments of students with ASD and students with ID should be addressed by teachers using evidence-based strategies (Individuals with Disabilities Education Act, 2004; National Research Council, 2001). While several evidence-based strategies that address social skills have been identified in research (e.g. Reichow & Volkmar, 2010; Wong et al., 2014), little is known if teachers use these strategies with students with ASD and students with ID. The present study used a researcher-designed questionnaire to examine teachers' reported knowledge, use, and attitudes towards evidence-based social skills strategies. This study used word-of-mouth sampling, and was based on teacher reports. Eight research questions were examined in this study. The first two research questions examined if teachers taught students with ASD and students with ID social skills, and if teacher characteristics were associated with whether or not they had taught social skills. The next research questions examined teachers’ use of certain social skills strategies, the location, time, and frequency of use of the strategies, and the effectiveness of the strategies. The next research question addressed barriers or reasons that teachers do not use specific social skills strategies, as well as the barriers or difficulties teachers experience with teaching social skills to students with disabilities. Research question five examined the resources and supports teachers identify as needed for teaching social skills. Research questions six and seven examined social skills characteristics of students with ASD and students with ID, and if the characteristics of these students were related to whether or not they had received social skills instruction. Finally, research question eight examined student and teacher factors that are predictive of the students’ social skills. This study found that the majority of teachers reported that they taught social skills, and special education teachers seemed to be more likely to teach social skills than general education teachers. The most popular social skills strategies were prompting, reinforcement, and modeling, which were also ranked as the most effective strategies by teachers. The least frequently used strategies were Pivotal Response Training and video modeling. Teachers used social skills strategies most frequently in the special education classroom and during class instruction time. The most frequently identified barrier to the implementation of social skill strategies was limited time to design social skills interventions. This related to the most frequently identified resource needed, which was the need for more planning time. Teachers also identified the lack of social skills curricula as a barrier and a needed resource. Students with ASD and students with ID had social skills scores in the at risk range on the Social Emotional Assets and Resiliencies Scale (SEARS, Merrell, 2011), with the only difference between the two groups on the empathy scale. Two factors were found to predict students SEARS scores, which were having friends and more than 20 functional words.

Limited research exists on special education teachers (SETs) of students with intellectual disability (ID), developmental delay (DD), and/or autism spectrum disorder (ASD), their intent to leave or stay in the teaching profession, and the working conditions impacting those decisions. Through an online survey, we investigated working conditions of SETs who teach students with ID, DD, and ASD and their career intent, with attention to teacher demographic characteristics. Our investigation (n = 564) found Black/African American, Asian, Hawaiian/Pacific Islander SETs of students with ID, DD, or ASD reported higher intent to leave, as well as male SETs, compared to White SETs. Other differences are reported between groups. Results emphasize a need to focus on ways to retain SETs from underrepresented groups. Implications for practice and research related to working conditions are discussed.

Teachers' Sense of Efficacy: An Important Factor in School Improvement

Autism & the Transition to Adulthood: Success Beyond the Classroom

Camera, 208 Capitalism, scepticism of policies on education in future based on society with influx of, 42 Carnegie Learning, 251-252 Central government, 92 Challenges to inclusion, 84-85 Change of practice concept, 253 Character qualities of sets in twenty-first century, 25-33 communicative competencies, 28-31 digital competencies, 31-33 'grit' for inclusive and special education teachers, 27-28 high self-efficacy, 25-27 Children, rights and characteristics of, 4-5 Children with disabilities in rural areas in Telangana state, providing services to, 174-177 259 Children with special needs in VUCA world, preparation for education administrators to manage education for, 241-244 Chlorpyrifos, 64-65 City local government, 93-99 Civil rights, 39-40 Classic economic liberal theory, 41-42 Classrooms with assistive technology, improving efficiency of, 250-252 Climate change, 64-65 Collaboration, 180 Collaborative learning, 23-24 Communication, 180 channels, 29-30 disabilities, 211 Communicative competencies, 28-31 Community resource persons (CRPs), 175 Competency-based education, 23-24 Complexity, 80-81 Comprehensive teaching strategies, 236 Computer-assisted tools, 128 Constitution of the Republic of Indonesia (1945), 89-90 Constructive Alignment model, 21 Convention on the Rights of Persons with Disabilities (CRPD), 159 Convention on the Rights of the Child (CRC), 158-159 Conversations, feedback and recognition (CFR), 225 Core educational subjects, 179 COVID-19, 18-19, 118-119, 123-124 crisis, 7-8 inclusive learning for students with special needs during, 108-110 learning experiences during, 114-116 learning experiences of KU

The purpose of this mixed‐methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi‐structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.

PREPARING SPECIAL EDUCATION TEACHERS IN AUTISM SPECTRUM DISORDERS: REFLECTIONS ON TEACHER QUALITY Amanda L. Mazin The number of students receiving educational services under the classification of autism is increasing (Sack-Min, 2008; Center for Disease Control Autism and Developmental Disabilities Monitoring Network, 2007; Dymond, Gilson, Myran, 2007; Fitzgerald & Ryan, 2006). There is a need to provide better educational opportunities for individuals with autism spectrum disorders (ASD) in schools. One of the clearest needs in the field is to increase the number of well-prepared professionals to work with children and their families. (Simpson, LaCava, Graner, 2004; Palmer, Blanchard, Jean & Mandell, 2005). Learners with ASD can be expected to acquire vital skills, knowledge, and behaviors only when educators are able and willing to adopt and properly use effective practice strategies and methods (Lerman, Vorndran, Addison & Contucci Kuhn, 2004). A Two-Phase Sequential Exploratory Mixed-Method design was used in this study. In the first qualitative phase, seven experts in the field of ASD and teacher education were interviewed to explore the phenomenon quality special education teachers of students with ASD, particularly the areas of knowledge, skill and characteristics. The results of this phase were used to develop a battery of measurement instruments that were used in the second, quantitative phase of the study. During the second phase, 112 special education teachers of students with ASD were surveyed, using the instruments developed in phase one, to investigate correlations and predictive relationships between the dependent variables knowledge of ASD, skill, characteristics quality, self-efficacy and the independent variables number of courses in ASD, highest degree reported, type of certification/endorsement, number of years of professional experiences working with individuals with ASD, number of years of professional experience working with individuals with disabilities, number of students with ASD worked with in professional career, number of current students with ASD, number of years since received highest degree, and self-reported effectiveness of preparation. Correlations and hierarchical regressions for all dependent variables were conducted. Results indicated the best predictors of knowledge of ASD for special education teachers of students with ASD were: number of courses in ASD; highest degree reported; number of years of professional experience working with individuals with ASD; and number of students with ASD worked with in professional career. The best predictors of skill were: number of courses in ASD; number of years of professional experience working with individuals with ASD; and self-reported effectiveness of preparation. The best predictors of self-efficacy were: number of courses in ASD and number of years of professional experience working with individuals with ASD. Lastly, the best predictors of quality special education teachers of students with ASD were determined to be the number of courses in ASD and self-reported effectiveness of preparation

Purpose: This study aimed to analyze the relationship between participation in the decision-making process and teacher commitment, and to compare the differences in that relationship between special education and regular elementary school teachers. Method: Sixty special education and 60 regular teachers participated in this study; they were divided into beginning and experienced teachers. A survey was used to collect data. Results: For both regular and special education teachers, the differences in the effect of the decision-making process on commitment were not significant between teachers and class types. However, the difference in the relationship between teacher participation and commitment was meaningful. Also, the regular teachers reported more of a significant impact of participation in decision making than did the special education teachers. There were no meaningful differences given class type or teaching experience. Conclusion: The commitment of special education and regular teachers is influenced by different factors. More research is needed into other factors that affect commitment.

This study seeks to assess the level of special and general education teachers’ knowledge and practice of mnemonic strategies, and its impact on educating students with special needs in public education schools in Kuwait; and whether it differs according to the demographic variables. A sample of 161 female teachers from the public elementary education schools selected. A questionnaire of 18 items distributed into three categories (Special and general education teachers’ knowledge of mnemonic strategies, practice of mnemonic strategies, and its impact in improving the education of students with special education needs) was developed. Results showed the level of special and general education teachers’ knowledge and practice of the mnemonic strategies on educating students with special needs was high, and there were statistically significant differences to the practice and its impact of mnemonic strategies in favor of general education teachers with academic qualification specialized in curricula and teaching methods. Some recommendations were provided to directing the Kuwait ministry of education to prepare professional development programs for teachers with a special education qualification to gain and enhance the knowledge and skills necessary of mnemonic strategies to successfully practice during the education process of students with special needs in general education schools in Kuwait. Keywords: Mnemonic, special education, general education, students with special needs, Kuwait.