Special Education Staff Research Articles

A Case Study on the Efficacy and Usage of Assistive Technologies in Howard County Schools, MD

Assistive technology is equipment that is designed to improve the capabilities of students with disabilities. For many students with disabilities, these technologies enable essential life skills such as daily communication and independence inside and outside of the classroom. This study assesses the efficacy, usage, and implementation of assistive technology in Howard County Public Schools (HCPSS) in Maryland, in order to determine any potential barriers and deficiencies towards the effective implementation of the said devices. A voluntary sample of 59 members of 1200 HCPSS staff was asked questions about the assistive technologies used in the county, their effectiveness, potential barriers towards implementation, training given, and available resources. Responses generally indicated that assistive technologies were beneficial, with the 83% of respondents selecting 4 or 5 out of 5 for the effectiveness of assistive technologies in academic and social contexts. Respondents elaborated that technologies allowed students with severe disabilities to communicate, socialize, work independently, and improve reading and writing skills. On the other hand, drawbacks such as distractions and dependencies created by the technologies were noted. Respondents felt confident towards the resources and support provided by the county, noting an assistive technology department and specialists available for support. However, respondents commonly reported that they were under-trained, received only occasional, limited workshop sessions, and were constantly behind on training. Thus, recommendations were drafted to improve training and staff awareness towards assistive technologies, such as required comprehensive training sessions for special education staff and a universal assistive technology guide to be provided. 

The effects of small class sizes on students' academic achievement, socioemotional development and well-being in special education: A systematic review.

The effects of small class sizes on students' academic achievement, socioemotional development and well-being in special education: A systematic review.

Career Development in Rural Districts: Opportunities and Limitations Regarding Students With Disabilities

The joint contributions of general education and special education staff should collectively support career development for students with disabilities in rural communities. This mixed-methods study explored the views of staff and administrators across 10 rural districts on staffing for supporting students with disabilities in preparing for work, how districts addressed career development, and how various factors affected service delivery. Findings indicated that the extent to which students with disabilities participated in career development opportunities varied based on disability types, the ways in which staff were allocated for providing services, and the extent to which partnerships were leveraged for this purpose. We offer recommendations for addressing staff needs and facilitating inclusion for students with disabilities in preparing for employment.

Rewards for Rehabilitation and Special Education Staff and Their Importance in Employee Motivation

Rewards for Rehabilitation and Special Education Staff and Their Importance in Employee Motivation

Analysis of the Influence of Culture, Policy, and Practice Index on the Quality of Inclusive School Education in South Kalimantan

This study aims to measure the effect of the index of policy, culture, and teaching practice on the quality of inclusive education in South Kalimantan. This study uses a quantitative approach with a survey method. The population in this study were Special Education Teachers, Classroom Teachers, Staff, Principals, and Parents providing inclusive education in South Kalimantan. The sampling technique used non-probability sampling with incidental sampling using the Slovin formula. Primary data was obtained by using a closed questionnaire. The data were analyzed using the Structural Equation Modeling analysis tool from the AMOS statistical software package through two techniques, namely Confirmatory Factor Analysis and Regression Weight. The results showed that the index of developing inclusive practices had a significant effect on the quality of inclusive education. while the index of creating an inclusive culture and producing inclusive policies has no significant effect on the quality of inclusive education.

Using Action Research to Develop a Professional Development and Coaching Package for Educators within Inclusive Reading Instruction

One foundational aspect within the essential skill of literacy is reading comprehension. While students can learn comprehension strategies in a variety of settings, students with disabilities have shown increased success in inclusive classrooms with instruction supported by both general education and special education staff. To address the needs to increase the reading comprehension outcomes for students with intellectual disability as well as increase the fidelity of use of evidence-based practices by school staff (general education teachers, special education teachers and paraprofessionals) within instruction, an interactive action research study was implemented in five schools in one school district in the United States. The study was designed to use action research to create a model of professional development with extensive coaching support surrounding evidence-based practices as well as the development of resources to support co-planning and adaptations within instruction in inclusive classrooms. Results indicated that both purposes were met within the study with several implications for practice as well as the development of a second iteration of the model using student outcomes and frequent educator feedback.

Special education staff well-being and the effectiveness of remote services during the COVID-19 pandemic.

Since March 2020, many school districts across the country have employed remote learning procedures in response to the COVID‐19 pandemic. During the pandemic, schools continued to provide special education services, yet little is known about how services were adapted for remote or hybrid learning during the height of the pandemic in the United States. In the current study, 332 respondents completed a web‐based survey that asked what special education services were provided remotely, whether services were deemed effective, and how remote learning has influenced their well‐being. Most respondents identified as White (79.5%), females (92.4%), and worked as special education teachers (52.9%) and school psychologists (35.4%). In compliance with federal guidelines, most respondents continued to hold individualized education plan meetings, conduct assessments, and provide interventions and related services. There was a significant decrease in respondents' reports of efficacy and sense of school connectedness during remote and hybrid learning. Respondents' identification as a person of color, along with reports of higher school connectedness and self‐efficacy were positive predictors of their perceived effectiveness of remote special education service delivery. Recommendations are made for school districts to inform decisions regarding their approach to special education services and staff support during remote or hybrid learning.

Educator perspectives on mental health resources and practices in their school

AbstractThe need for mental health services in schools is increasing. Teachers are expected to meet student's academic needs but may find their role impacted by the need for mental health support among students (Bruhn et al., 2014; Kaffenberger & O'Rouke‐Trigiani, 2013). The purpose of this study is to elicit teacher perspectives on addressing the mental health needs of students in school. Staff members from one school in a Midwestern state were interviewed to examine their perspectives related to student mental health. Thirteen classroom teachers (n = 13), four related arts teachers (n = 4), seven special education staff members (n = 7), three building support personnel (n = 3), two office staff (n = 2), and four support staff members (n = 4) were interviewed, for a total of 33 participants (n = 33). Participant experience ranged from 2 to 37 years in education. Utilizing an inductive thematic analysis approach (Braun & Clarke, 2006), information regarding teachers' current knowledge of, roles, and approaches to support students with mental health needs in schools is presented across four main themes. Directions for future research, training, and practice are described.

Exposure to challenging behaviour and staff psychological well-being: The importance of psychological flexibility and organisational support in special education settings

Background and aimsThe present study examines the levels of psychological distress (anxiety, depression, stress) and burnout and their relationship to challenging behaviour, amongst staff working in a special education setting. It further examines the relationships between psychological distress and burnout and psychological flexibility, role clarity and workplace support. Methods and proceduresThis was a cross-sectional survey of staff (N = 145) self-report data on exposure to challenging behaviour (CB), and contingent emotional reactions as well as psychological distress, burnout, perceived organisational support and psychological flexibility. Outcome and resultsResults revealed high levels of psychological distress and burnout amongst special education staff, which correlated with lower levels of psychological flexibility, negative emotional reactions to CB, role-clarity, perceived organisational support and job satisfaction. Conclusions and implicationsResults suggest that prevalence of psychological distress and burnout amongst staff in ID settings is high. Also that organisational and individual psychological factors have a role in this relationship. Results provide initial support for the need for psychological interventions for staff dealing with CB within a multi-tiered support model. Future research suggestions are provided, and clinical and organisational implications are discussed in terms of increasing staff well-being. What this paper addsThe paper primarily reveals high prevalence of psychological distress and burnout amongst ID staff in relation to their exposure to CB. The study also presents initial evidence that organisational and psychological factors (psychological flexibility) influence the latter relations and provides the basis for further research and exploration. Lastly, it highlights the need of proactive and reactive psychological interventions for staff dealing with CB within a multi-tiered support model and provides initial evidence for the potential employment of contextual behavioural science interventions.

Meeting Diverse Information Needs: Students with Disabilities

This paper presents the results of a four-year study conducted in primary and secondary schools from all sectors in two Australian states, Victoria and New South Wales. The study investigated the impact of inclusive schooling on the provision of library and information services to students with disabilities. The methodology used in the study incorporated both survey and case study. Empirical data collected by survey concentrated particularly on the current level of service provision to students with disabilities, whilst case study investigations also looked at management factors. The focus was on the relationship between the school library staff and the special education staff, and the effect this had on school library provision and the acquisition of information skills by students with disabilities. The discussion includes the level of service provision to students with disabilities, as well as the managerial approach of teacher-librarians and their awareness of appropriate resources, teaching approaches and technology.

Use of iPads in the Education of Children with Autism-Spectrum Disorder

The purpose of this study is to investigate the effect of iPads on children with autism-spectrum disorder (ASD) in three areas: quality of learning, communication skills and social skills, and to determine whether there are any negative effects. We found many studies on this topic. To answer this question, we sent an online questionnaire to past and present special-education staff. The questions were retrieved from two questionnaires-"Ha'arakhat Proyekt Miẖshuv Ganim Liladim 'im Tsrakhim Meyuẖadim" (The Assessment of Creating Computer Environments in Special-Education Kindergartens) (1997) and "'Emdot Morim Klapey Shiluv Tekhnologyot Meda IT Behora'a" (Teachers' Attitudes Toward Integrating Information Technology [IT] into Instruction) (2016). The sample population included 100 subjects, 95 of which were women and 5 were men, of various occupations. The most significant occupations were: National Service ("Sherut Leumi", an alternative voluntary service for young Israelis exempt from serving in the Israel Defense Forces), teacher, and teaching assistant. The hypotheses concerning communication and learning were proved-the iPad was found to aid and improve communication and learning in children with ASD. The hypothesis concerning social skills was disproved-iPads were found to improve social skills. The hypothesis concerning the negative effects of iPads was proved as well, and a positive correlation was found; that is, the more the iPad is used, the greater are its negative effects, specifically outbursts and iPad obsession. The conclusion is that the use of breakthrough technology in special education brings significant change into the lives of children with ASD, despite its clear disadvantages.

Students with Disabilities: The Disconnect between Self Advocacy and Social Justice Practices of Teachers

This paper explored the perceptions of special education staff and college students with disabilities about self-advocacy instruction through the lens of social justice. Investigated were three public schools and one community college. Data revealed differing perceptions between educators and students regarding the level of self-advocacy instruction that students with disabilities received. The implications for this research and practice include that high school personnel understands and implements principles of social justice to teach students with disabilities to have self-advocacy skills.

Using a Self-Instructional Package to Train Groups to Implement Reinforcement Strategies

We trained six special education staff members in groups of three to conduct differential reinforcement of alternative and differential reinforcement of other behavior procedures using a self-instructional package. Our self-instructional packages were written instructions and PowerPoint™ presentations that incorporated embedded text, video modeling, and voiceover instruction. After training, we evaluated each staff member’s implementation of the reinforcement strategies with a simulated student who engaged in problem behavior. After multiple exposures to the self-instructional package in a group training format, two participants mastered both procedures, two participants mastered one procedure, and two participants did not master either procedure. We discuss the clinical implications of the findings and utility of self-instructional packages in a school-consulting role.

Using a Checklist to Increase Objective Session Note Writing: Preliminary Results.

We evaluated the extent to which a checklist increased objective note writing following simulated teaching sessions for 17 special education staff members. In general, participants improved in their description of the reinforcer earned by the child and of prompts delivered by the teacher during a session. Nevertheless, participants' correct reporting of problem behavior decreased following the training.

Job Satisfaction among Special Education Professionals

The quality of the professional life of those employed in care and support giving jobs has been the subject of many surveys. The present study discusses job satisfaction among the administrative, teaching and special education staff of Special Education who work in the Centres for Differential Diagnosis, Diagnosis and Support (KEDDY) in Greece. The results of the survey have shown that the participants are rather satisfied with their job. Significant differences were noted in the effect of demographic characteristics on each of the individual dimensions of job satisfaction, as well as on job satisfaction as a whole.

An Examination of High School Personnel Prepare Students with Disabilities to Self-advocate for Favorable Post High School Outcomes.

This paper explored the perceptions of special education staff and college students with disabilities about self-advocacy instruction provided in high schools. Data revealed differing perceptions about the level of self-advocacy instruction that students with disabilities receive while in high school between teachers and students. The implications for this research and practice include opportunities that high schools must have to teach students with disabilities self-advocacy skills to prepare them for post-school success.

Caregiver and special education staff perspectives of a commercial brain-computer interface as access technology: a qualitative study

ABSTRACTThis study sought to understand the perceptions of special education staff and caregivers (n = 6) who took part in a brain-computer interface (BCI) technology trial for individuals with severe cerebral palsy. Participants were interviewed post-trials regarding the different BCI components. The transcripts were coded and analyzed using thematic analysis. Results showed that BCIs are not suitable for independent use outside of clinical/laboratory settings. The hardware needs to be configurable, comfortable and accommodate physical support needs. The training approach needs to be less cognitively demanding, motivating and support personalized mental tasks. For BCIs to transition into the real world, there should be adequate technological support, improved reliability, and a systemic assessment of how the technology will fit into the lives of end users. Participants emphasized the on-going need to involve users and individuals who support them, to create a system that truly meets the needs of the users.

Readiness to recognize: A qualitative case study of educational identification of TBI

The educational identification (ED-ID) of students with traumatic brain injury (TBI) has been legislated in numerous states, and TBI has become its own special education category. Questions abound as to whether these changes will lead to more readily identifying these students to provide appropriate special education supports. Elucidate one state's response to legislative changes around ED-ID of TBI. This is a phenomenological case study of nine school districts in one state. Researchers conducted focus groups as well as individual interviews with various special education staff. On-going analysis of the focus group and interview data occurred, until themes were finalized. Reactions of staff comprised two opposing viewpoints: those supporting and carrying out ED-ID ("Toward ED-ID") and those describing processes and attitudes that stand in the way ("Barriers"). Themes that were supportive of ED-ID include Credible History, Personnel, Targeted Intervention, Effective Communication, and Education. Themes aligned with the barrier viewpoint include Concussion Protocols, Medical Nature, Misidentification, Stigma, and Communication Breakdown. While many districts reported success with ED-ID for TBI, responses to the ED-ID legislation and TBI category were mixed, with enough barriers identified to cause concern over whether the legislative and policy changes have been overall beneficial.

Special Education Staffing and Service Models in Christian Schools

ABSTRACTChristian schools are not obligated to accept children with disabilities. However, the growing trend in Christian schools is to serve children with disabilities. Recent literature has begun to identify enrollment trends, areas of disability served, and professional development in Christian schools as it relates to disability. Literature exists regarding Catholic, Lutheran, and non-denominational special education service organizations. However, the current literature neither addresses qualifications of Christian special education staff nor where special education services are provided in Christian schools, regardless of denomination. This study sought to understand the qualifications of current special education teachers in Christian schools in the United States and the mode in which services are delivered to children with disabilities.

Animal-Assisted Interventions in Audiology

Animal-Assisted Interventions in Audiology