Attitudes Of Special Education Teachers Research Articles

Job satisfaction amongst special education teachers

Introduction. The level of job satisfaction and attitudes of special education teachers towards working with children with disabilities significantly impact the attitudes of trained student teachers. Positive and satisfied special education teachers serve as role models, inspiring and influencing student teachers in a positive way. On the other hand, if special education teachers are dissatisfied or hold negative attitudes, it can discourage student teachers from pursuing a career in special education. Therefore, promoting job satisfaction and positive attitudes among special education teachers is crucial for fostering a supportive environment that encourages student teachers to embrace the challenges and rewards of working with children with disabilities. Aim. The present study aimed to measure the level of job satisfaction of special education teachers, their attitudes towards working with children with disabilities, and its effect on trained student teachers’ attitudes. Methodology and research methods. The authors developed a questionnaire to measure the level of job satisfaction, and a scale to measure the attitudes towards working with children with disabilities in the sample, validity and reliability were verified. The study sample consisted of 71 special education teachers and 71 teacher students who “receive their training with special education teachers”. The degree to which student teachers’ attitudes are affected by teachers’ satisfaction and their attitudes towards working with children with disabilities was determined using multiple linear regression analysis. Results. The means and standard deviations were extracted to analyse the results of the study, which appeared at an average level of performance on the “attitudes” scale, as the averages ranged from 2.49 to 4.20 and with arithmetic mean as a whole 3.49. Stepwise regression method adopted in the study introduced predicted variables into the regression equation stepwise, resulting in two statistically significant predictive models at the significance level α ≤ 0.05. The first model, involving teacher job satisfaction and student teacher attitudes towards working with children with disabilities, explained 7% of the total variance. The second model, which also considered teachers’ attitudes, explained a substantially larger portion of the variance, accounting for 64% of the total explained variance of the predictive model for student teachers’ attitudes towards working with children with disabilities. Scientific novelty. The findings highlight the significant influence of teacher job satisfaction and attitudes on student teachers’ attitudes. The study contributes to understanding of the factors shaping student teachers’ perspectives and underscores the importance of promoting job satisfaction and positive attitudes among special education teachers to foster a supportive learning environment. Practical significance of this study is that it provides valuable insights for the field of special education and teacher training. By examining the job satisfaction and attitudes of special education teachers towards working with children with disabilities and their impact on student teachers, the study informs educational practices and policies. Promoting job satisfaction and positive attitudes among special education teachers is crucial for creating a supportive environment and enhancing teacher training programmes. This knowledge can guide the development of strategies to improve the preparation of future educators and enhance the quality of special education services for children with disabilities. Overall, the study findings contribute to the field and have practical implications for improving educational experiences and outcomes.

The Impact of Demographic and Occupational Factors on the Attitudes of Special Education Teachers towards Parental Involvement in the Educational Process in Greece

The Impact of Demographic and Occupational Factors on the Attitudes of Special Education Teachers towards Parental Involvement in the Educational Process in Greece

Attitudes of special education teachers towards using augmented reality technology in teaching students with learning disabilities in Riyadh.

Attitudes of special education teachers towards using augmented reality technology in teaching students with learning disabilities in Riyadh.

Attitudes of special education teachers towards using augmented reality technology in teaching students with learning disabilities in Riyadh

Attitudes of special education teachers towards using augmented reality technology in teaching students with learning disabilities in Riyadh

Stavovi, motivacija i kompetencije defektologa za upotrebu asistivne tehnologije u nastavi

People with intellectual disabilities exhibit difficulties in all domains of functioning that can be overcome with the use of assistive technology. The objective was to examine the attitudes of special education teachers towards the use of assistive technology, their motivation for its application and their perception of competence. The sample comprised of 62 special education teachers working in different institutions, and instruments were used to measure attitudes towards the use of assistive technology, motivation for its use and self-percieved level of competencies. Majority of special education teachers have positive attitudes towards the use of assistive technology, a high degree of motivation and consider themselves competent in its use. Special education teachers who use assistive technology every day have more positive attitudes, greater motivation and consider themselves more competent. Those who work in institutions occupied by younger population have more positive attitudes and believe that they are more competent in the application of assistive technology, compared to respondents who work in institutions occupied by older people with intellectual disabilities. With the increase of age, the attitudes toward the use of assistive technology become more negative, but the self-perception of competence decreases. Special education teachers who have more positive attitudes towards the use of assistive technology have a higher degree of motivation for its application and believe they are more competent. After the implementation of trainings that have a direct impact on increasing the competence in the field of assistive technology, attitudes towards its use can be improved and motivation for its daily use can increase.

Attitudes of Special Education Teachers towards Evidence Based Practices and Obstacles to Its Application

The current study aimed to identify the attitudes of special education teachers towards evidence-based practices and discover the difference in their attitudes according to the following variables (type of specialization, educational stage, educational qualification, training), as well as discover the obstacles that prevent their application. To achieve these goals, the descriptive approach was used, which relied on the questionnaire as a tool for collecting data from the study sample of (314) female teachers. The results found that special education teachers have positive attitudes towards evidence-based practices, and the results also found that there is no difference between special education teachers’ attitudes towards evidence-based practices according to the variable of specialization, academic qualification, and educational stage, with the exception of training that resulted in a difference in attitudes in favor of the teachers who attended training courses. One of the main obstacles that prevent special education teachers from applying evidence-based practices was the lack of financial support allocated to provide the tools and devices needed to use evidence-based practices, limited communication between researchers and teachers to inform them of the most important evidence-based practices, and the lack of available sources for evidence-based practice.

Opinions of special education teachers on inappropriate sexual behaviors in adolescents with intellectual disabilities

Inappropriate sexual behaviors may be observed in individuals with intellectual disabilities (ID), especially during adolescence. There are several undesired consequences of exhibiting such behaviors in public spaces, such as schools. The competencies and attitudes of special education teachers, who are responsible for the education of individuals with ID, are of significant influence. This study was conducted to investigate the views of special education teachers working with adolescents with ID on inappropriate sexual behaviors exhibited in educational settings. Accordingly, semi-structured interviews were conducted with 12 special education teachers. The phenomenological research design, one of the qualitative research methods, and thematic analysis were used in this study. Five themes were identified after the analysis of the findings of the study, namely, common behaviors, teacher attitudes, teacher competencies, teacher interventions, and educational content. The findings were discussed on the basis of the relevant studies in the literature and a number of conclusions were reached. Accordingly, the inappropriate sexual behaviors that special education teachers encounter the most frequently are masturbation, undressing, and touching, and when these behaviors are exhibited aggressively, teachers have difficulty in intervening. Participants regard themselves to be incompetent in terms of sexual education and consider relevant educational content inadequate.

ARE GREEK SPECIAL EDUCATION TEACHERS IN FAVOUR OF THE INCLUSION OF PUPILS WITH INTELLECTUAL DISABILITY? AN ONLINE SURVEY

<p>Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0993/a.php" alt="Hit counter" /></p>

Utility and Professional Attitudes toward Assistive Technology in UAE Special Needs Centers

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

Attitudes of Special Education Teachers to Teaching in the Division of Cagayan De Oro during the COVID – 19 Pandemic

As a result of COVID-19's massive disruption to the face-to-face educational settings, special education teachers face various challenges. They experienced difficulty adapting and responding to the academic learning needs of their learners. This article discusses the difficulties, strategies, and prospects for inclusive education faced by SPED teachers during the pandemic. Specifically, this study intended to determine the attitudes of the public special education teachers in the division of Cagayan de Oro in teaching their learners during the COVID-19 pandemic. It sought to ascertain the demographic profile of SPED teachers, their attitudes toward their students, and the programs they require for the upcoming school year. The study's outcome was a training program designed to improve their attitudes and skills for the upcoming school year. The study employed a descriptive-quantitative method of data collection, incorporating both quantitative and qualitative techniques. For this study, the frequency distribution, percentage, and standard deviation were used as statistical tools. Due to the outbreak, educational, social, and psychological challenges existed that made an impact to teachers' ability to provide pedagogical instruction via emergency remote teaching. Nonetheless, there were strategies that can assist individuals with disabilities in learning. Individuals with disabilities can benefit from online communication, homeschooling, parental engagement, psychological safety, and empathy language, all of which can assist them in continuing their educational pursuits despite the emergency. Schools must be inclusive in their policies and guidelines so that people with disabilities can benefit from the government's educational programs. The government's interventions may take into account the educational needs of disabled children. The welfare of people with disabilities should not be overlooked because they are part of future generations who can improve society. People with developmental disabilities can change the post-pandemic community if given the learning spaces and stakeholder support, they require right now to thrive amid the global crisis. They, like people with disabilities who have changed the world, can reach their full potential.

EXAMINATION OF ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS CHILD NEGLECT AND ABUSE REPORTING IN TERMS OF DIFFERENT VARIABLES

In this study, the attitudes of special education teachers working in various schools in the Turkish Republic of Northern Cyprus towards reporting child neglect and abuse were examined according to various variables. In accordance with this purpose, 86 special education teachers participated in the study. A personal information form and a "teacher attitudes towards the reporting of child abuse and neglect" survey were applied to the participants. Four out of ten of the participating teachers indicated that they received education on child abuse, and nine out of ten stated that marrying a child younger than 18 should be considered as an abuse. On the other side, one in six teachers stated that they had been abused as children. In the matter of responding to reports of child abuse and neglect and meeting the need, teachers do not find the current system effective and adequate. When the responses of the teachers to the survey were examined, it was observed that they thought it was significant for teachers to fulfill their obligation of notification to reduce and prevent child abuse and neglect in the long run. As a result, it is important for teachers to have knowledge of the legal legislation on abuse of children, what civil and public institutions they can reach on this issue and what common activities can be carried out with them, what reactions they can give in times of crisis or critical situations, and how they can guide people. In-service training on the related issues can be shown as a requirement. 
 
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Attitudes of Special Education Teachers in Jordanian Private Schools towards the Inclusion of Autistic Children in These Schools: Empirical Study

The present study aimed to explore the attitudes of special education teachers in Jordanian private schools towards the inclusion of autistic children in these schools. The researcher adopted a descriptive analytical approach. He selected a random sample that consists from 70 female and male special education teachers. Those teachers were selected from 14 private schools located in Amman, Jordan. Questionnaire forms were distributed to those teachers by hand. All the distributed forms were retrieved and deemed valid for analysis. To analyse data, the SPSS software and descriptive statistical methods were used. Several results were reached. For instance, special education teachers in Jordanian private schools have negative attitudes towards the inclusion of autistic children in these schools. In addition, such inclusion shall not encourage autistic children to engage in group games with their normal peers. It shall not improve the social, academic and adaptive skills of those students nor their capability to face challenges independently. Jordanian private schools have many resources and adequate funds for supporting such inclusion. Keywords : Attitudes, special education, inclusion, autism, private schools, Jordan DOI: 10.7176/JEP/11-27-07 Publication date: September 30 th 2020

Attitudes of Special Education Teachers towards Early Intervention Programs for Disabled Children in White Nile State, Sudan

Attitudes of Special Education Teachers towards Early Intervention Programs for Disabled Children in White Nile State, Sudan

Attitudes of Special Education teachers towards sexual education of students with intellectual disabilities: Effects of religiosity and professional experiences

Attitudes of Special Education teachers towards sexual education of students with intellectual disabilities: Effects of religiosity and professional experiences

Attitude of Special Education Teachers in Teaching Special Education Integration Program towards Learning Disabilities Students Dyslexia Academic Performances in District Hilir Perak, Perak

This study aimed to review the attitude of Special Education Teachers in PPKI on academic performance dyslexia students in district Hilir Perak, Perak. This study used a survey method using a questionnaire which is divided into three parts. Part A concerns with teacher’s personal information and Section B is about the attitude of teacher and Part C is on the academic performance of students. The sample consisted of 69 teachers around the district of Hilir Perak. Data were analysed using descriptive statistics and statistical inference. T-test and one way ANOVA was used to analyse the research questions are built. The findings showed that demographic factors such as gender, level of education and teaching time showed a significant difference to the level of teacher attitude. Meanwhile, age, length of service and marital status did not show significant differences in the levels of attitude. In addition, correlation tests were also carried out to identify the relationship between the attitudes of special education teachers on the academic performance of Dyslexia students. The findings of the test results showed a correlation coefficient of r = .418 sig = 0.004 where <.05. In conclusion there is a correlation between the attitudes of teachers of special education pupils to academic performance Dyslexia. The positive coefficient r indicates the positive attitude of teachers of special education, the higher the academic achievement of Dyslexia students. The findings also suggest that future studies will help improve the academic performance of Dyslexia students and taking into account the attitude and precision of special education teachers.

SPECIAL EDUCATION TEACHERS’ ATTITUDES TOWARDS DEVELOPING INDIVIDUALIZED EDUCATION PROGRAMS AND CHALLENGES IN THIS PROCESS

Individualized education programs (IEP) are special education programs which is prepared for achieving targetted goals for individuals with special needs based on their developmental characteristics, educational performances and needs and includes support educational services for them. It is really important to prepare IEP’s based on the current performance level and needs of the individuals with special needs. Accordingly, it is considered that attitudes of special education teachers towards IEP development process and challenges that they experience in this process are important in terms of the effectiveness of IEP’s within the scope of this research. Therefore, aim of the present study is to determine the attitudes of teachers working at special education centers in Turkish Republic of Northern Cyprus (TRNC) and challenges that teachers experience during this process. A total number of 65 teachers working at special education centers in TRNC participated in this study. “Attitudes towards the IEP Development Process Scale” and “Challenges faced during IEP Development Process Scale” were used to collect the data of the study. Results have been discussed with the relevant findings from literature and conclusions and recommendations have been provided for further research and special education legislation and practices implemented in TRNC.&#x0D; Keywords: individualized education programs (IEP), IEP development process, attitudes, challenges, special education teachers

Attitudes of Special Education Teachers Towards Assistive Technology Use

Özel eğitime ihtiyaç duyan öğrenciler öğrenme ortamlarında ve günlük yaşamlarında çeşitli zorluklarla karşılaşmaktadırlar. Bu öğrencilerin eğitim ihtiyaçlarında ve yaşam becerilerinde çevreleri ile etkileşim kurmalarını yardımcı teknolojilerle desteklemek kaçınılmazdır. Öğretmenlerin yardımcı teknolojileri etkili bir şekilde kullanması, onların yardımcı teknolojilere yönelik tutumlarına bağlı olarak değişmektedir. Öğretmenlerin yardımcı teknolojiler hakkında olumlu tutum sergilemesi, öğrencilerin başarılarını arttırmak için bu teknolojileri sınıf içerisinde yapılan etkinliklerde kullanmalarını arttırmaktadır. Bu bağlamda bu araştırmaya Kuzey Kıbrıs Türk Cumhuriyeti’nde görev yapan 40 özel eğitim öğretmeni katılmıştır. Araştırmada, özel eğitim öğretmenlerinin yardımcı teknoloji kullanımlarına yönelik tutumlarının belirlenmesi amaçlanmıştır. Bu araştırma nicel araştırma yöntemlerinden betimsel araştırma modeline göre yürütülmüştür. Araştırmada özel eğitim öğretmenlerinin yardımcı teknoloji kullanımına yönelik genel tutum puanlarının kararsızım aralığına denk geldiği yani öğretmenlerin tutumlarının ne olumlu ne de olumsuz olduğu belirlenmiştir.

Knowledge and Attitudes of Special Education Teachers Towards the Inclusion of Students with Autism Spectrum Disorder

ABSTRACT Despite many nations having policies that mandate inclusive education for students with Autism Spectrum Disorder (ASD), the levels of implementation vary. In recent years, there has been increasing recognition of the grassroots’ interpretation of inclusive education for students with ASD in order to identify local contextual barriers and enablers of inclusion. In line with this research agenda, a study was conducted with 87 special education teachers in Penang, Malaysia to identify factors integral to their attitudes towards inclusive education for students with ASD. The analysis, which considered demographic factors, knowledge of ASD and societal attitudes, pointed to societal attitudes as a strong predictor of the special education teachers’ perceptions towards inclusive education for students with ASD. Given the findings, the ways to promote inclusive education for students with ASD in Malaysia and other developing nations alike were discussed.

Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed‐methods study

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.

THE INFLUENCES OF SOME VARIABLES ON ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS EDUCATING PUPILS WITH AUTISM IN REGULAR SETTINGS

All special needs teachers want their children to be accepted by their peers have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. So that we conducted this study to know the influences of some variables on attitudes of special education teachers towards educating students with autism in regular settings. The researchers used descriptive statistic methods. Questioner technique is used as method of data collection. Study group included 150 special education teachers from Abu Areech Learning administration, 70 teachers were selected randomly as sample. The data was analyzed by using SPSS program. The results are as following: There are no significant differences in attitudes of special education teachers towards inclusive settings according to interaction with disabled, there are no significant differences in attitudes of special education teachers towards inclusive settings according to the class size. There are significant differences in attitudes of special education teachers towards inclusive settings according to the training courses and there are significant in attitudes of special education teachers towards inclusive settings according to the qualification.