Special Education Teachers Research Articles

Leisure Instruction Content Considered Important by Special Education Teachers for Students with Intellectual Disabilities

Leisure education has the potential to improve the quality of life and prepare students for social participation after graduation. This study elucidates the perspectives of special education teachers on leisure instruction. The study surveyed 129 teachers from 10 special needs schools for students with intellectual disabilities in Prefecture A, a rural area of Japan. An online survey was conducted from 21 October to 17 November 2023. The survey items were based on 13 aspects of leisure instruction identified from a literature review related to leisure instruction in Japan and a qualitative analysis of interviews with high school teachers in special needs schools for students with intellectual disabilities. The results showed that “The ability to pass time during brief periods of free time”, “Various activity experiences that lead to leisure”, and “Knowing one’s strengths and weaknesses in activities” were significantly more important during school. Conversely, “understanding the psychological importance of leisure”, “connecting with organizations that support leisure activities”, and “finding places to engage in leisure activities” were significantly more important after graduation. The results of this study can be used to identify the gaps in perception between special education teachers and vocational rehabilitation practitioners responsible for post-social participation support.

Supporting students with complex communication needs: special education teachers’ reflections on their training

Special education teachers support students with complex communication needs across the day. Yet, evidence suggests that these professionals are entering the field without being fully prepared to support these students by having the knowledge and skill to implement augmentative and alternative communication practices. The lack of preparedness from these professionals creates barriers for students with complex communication needs, their families, and other team members. To gather information from special education teachers’ point of view, a nationwide survey was disseminated with the purpose of identifying the most beneficial component of their training to support students with complex communication needs. Five themes were identified from the views of 792 special education teachers, with the most beneficial components of their training consisting of ‘access to content,’ followed by ‘opportunities to practice.’ Recommendations, practical implications, and future research directions are discussed.

Misalignments Between Student Teaching Placements and Initial Teaching Positions: Implications for the Early-Career Attrition of Special Education Teachers.

Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in Massachusetts from their field placements to their early-career teaching positions and study the characteristics of their field placements and the degree to which these are aligned with their early-career teaching positions. We also assess the degree to which alignment is associated with early-career teacher turnover. We found that many of these teachers student taught in an inclusive setting but were hired into a self-contained special education setting and vice versa, and teachers who experienced this misalignment were more likely to leave the workforce early in their careers. Teachers who student taught with a supervising practitioner without a special education license were also more likely to leave early. Findings suggest that teachers training to educate students with learning disabilities should student teach in a setting that is aligned with where they are likely to be hired and with a supervising practitioner who is trained in special education.

디지털리터러시 역량 함양을 위한 초등학교 특수학급 국어 수업 실행 연구: 놀이 중심 교육법을 중심으로

Objectives The purpose of this study is to explore the experiences and meanings derived by students with disabilities in a special education class, where a play-centered educational approach was applied to enhance digital literacy skills. Methods To achieve the research objective, the researcher utilized the action research method. This study employed the action research procedures of problem identification, implementation, reflection, revision, and re-implementation. In this context, the special education teacher and four special education students served as the researcher and research observers. Results Initially, by applying a play-centered educational approach to foster digital literacy skills, students could easily engage in lessons using digital devices. The conclusions drawn from the action research process in the Korean language class for the special education class, which incorporated elements of the play-centered educational approach, are as follows. To begin with, this study was able to address and improve issues identified in the school setting through action research. Moreover, the conclusions based on the experiences and meanings of students participating in the Korean language class, which applied elements of the play-centered educational approach to enhance digital literacy skills, are as follows. Firstly, students were able to gain experience in using digital devices. Additionally, students could create new content using digital devices. Furthermore, students showed interest in digital devices and demonstrated an active attitude during lessons. Conclusions The results of this study will be prepared to seek ways to cultivate digital devices in Korean classes using the play-centered education method of disabled students in Korean language class using the play center education law.

Is everything (im)possible? Exploring the belief systems of Chinese pre-service special education teachers regarding students with moderate and severe intellectual disability

Objectives This study aims to explore the belief systems of Chinese pre-service special education teachers (PSETs) regarding students with moderate to severe intellectual disability (MSID). Methods A qualitative research design was employed. Semi-structured interviews were conducted with eight PSETs and analysed using inductive thematic analysis. Results The findings revealed four key themes in PSETs’ beliefs about students with MSID: educational placement, approaches to learning, priority development areas, and growth in abilities. These beliefs ranged from limiting to constructive, forming either nested or divergent belief systems. Conclusions This study sheds light on the diverse belief systems of Chinese PSETs regarding students with MSID. The complexity of these belief systems underscores the need for targeted teacher education programs designed to foster more constructive beliefs, thereby promoting effective teaching practices and improving educational outcomes for students with MSID.

Collaboration in Action: A Comparison of Mixed Reality Simulation and Live Role-Play

More than two-thirds of students with disabilities spend 80% or more of their school day in general education classes. To maximize student success, collaborations among educators (general and special education teachers) and between educators and caregivers are essential for student success. However, many new educators report feeling ill-equipped to use effective collaborative skills with other professionals and caregivers to meet the needs of their students. The responsibility for ensuring that preservice teachers are prepared to collaborate falls on teacher preparation programs. Therefore, preservice teacher educators need effective and socially valid methods for embedding collaboration skills into coursework. We conducted a conceptual replication, utilizing a randomized pretest-posttest design to compare the effects of two practices focused on collaborative skills: mixed reality simulation and live role-play. Across groups, all participants increased their collaboration skills; significant differences between groups at post-test were not revealed. We discuss implications for both teacher educators and researchers.

Early Childhood Practitioners' Use of Language Facilitation Strategies During Informational Book Reading: Relation to Language Skills of Children With Developmental Language Disorder.

The primary aim of the study was to examine the association between early childhood practitioners' use of language facilitation strategies during interactive book reading of informational texts related to science and the language skills of preschool children with developmental language disorder (DLD). Twenty-four practitioners (12 early childhood special education teachers and 12 speech-language pathologists) and 33 preschoolers with DLD participated. Practitioners received training and implemented an informational book-reading intervention for 19 weeks. Practitioners' use of language facilitation strategies (i.e., activating thinking by setting the informational text structure, asking target questions, asking inferential questions, and providing support) was coded using an observational tool. Children with DLD were assessed with a battery of language assessments at pre- and post-intervention. Providing support significantly predicted the receptive academic vocabulary and receptive understanding of signal words of preschoolers with DLD. Practitioners asking target questions (direct questions related to targeted academic vocabulary and signal words) significantly predicted the receptive academic vocabulary of preschoolers with DLD. By contrast, these two types of language facilitation strategies were not related to expressive academic vocabulary or signal words. The other language facilitation strategies (i.e., activating thinking by setting the informational text structure and asking inferential questions) did not contribute to receptive or expressive academic vocabulary or signal words. Our findings suggest that asking direct questions and providing support may be effective mechanisms for supporting children's understanding of academic vocabulary and signal words during interactive book reading of informational texts.

Co-teaching and collaborative work in inclusive educational contexts

Introduction. Interdisciplinary collaboration stands out as a key strategy for inclusive education, mediated by teamwork both inside and outside the classroom, focusing on the work of regular and special education teachers in the inclusive educational context, taking into account the mental health of the members of the school community. Co-teaching, on the other hand, involves a transformation of teaching practices to improve the learning of all students within the classroom. Objective. The purpose of the article is to describe the pedagogical experience of co-teachers from the social imaginaries of classroom teams in educational institutions in the province of Concepción, Chile. Methods. Since imaginaries are subjective aspects, they are approached from a complementary perspective, which allows for the consideration of phenomenological and hermeneutical aspects. The approach was qualitative, through a multiple case study. The information was analyzed by seeking the mobility of social imaginaries, where social coordinate maps were the tools used to visualize the shifts in emerging categories. Conclusions. The study shows a strong social force deeply rooted in the conception of inclusive education as a model imposed by regulations, with competitive and individual pedagogical practices, characterized by tense and hierarchical relationships that do not contribute to the mental health of all. At the same time, imaginaries also emerge as opacities, projecting a new school where the recognition of others is seen as a possibility for joint construction and learning, beyond the imperatives defined by official voice

Transforming strain into strength: Alleviating stress and burnout in special education teachers with ACT matrix intervention

Transforming strain into strength: Alleviating stress and burnout in special education teachers with ACT matrix intervention

The practice of special education teachers in remote teaching during and after the Covid-19 pandemic

The practice of special education teachers in remote teaching during and after the Covid-19 pandemic

Special Education Teachers’ Perceptions of Individualized Transition Plans and Support from Transition Education Support Institutes: Focusing on the Chungcheongbuk-do Region

Special Education Teachers’ Perceptions of Individualized Transition Plans and Support from Transition Education Support Institutes: Focusing on the Chungcheongbuk-do Region

Teachers Competencies for Pedagogical Practice in Special and Inclusive Education Towards the Development of TPACK Framework

Abstract: This study aimed to determine the profiles and competency levels of Special Education Teachers (SpEdT) and Receiving Teachers (ReT) in applying the TPACK framework to facilitate learning in an inclusive setting. It assessed the components of the TPACK framework that required improvement based on the teachers' competencies and examined the significant relationship between the teachers' profiles and their competency in applying the TPACK framework. The findings served as the basis for a teacher development plan for the 2024–2025 school year in selected public schools in the Tri-City area of Metro Cebu that offered Special and Inclusive Education (SIE) programs. The study employed varied research designs, including cross-sectional, correlational, and descriptive correlation approaches. The collected data were analyzed using frequency, weighted mean, and Chi-square tests. The research found that most respondents were female, aged 44 to 53, married, and pursuing a master’s degree, with 13 to 18 years of experience in managing 11 to 20 learners, primarily those with intellectual disabilities, autism spectrum disorders, or orthopedic disabilities, in self-contained classrooms. While all TPACK components were rated as "Competent," only Pedagogical Knowledge (PK) was rated as "Highly Competent," whereas Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK) received lower scores. The study found no significant relationship between most profile factors and TPACK competencies. However, the sex of the teachers was significantly related to their Content Knowledge (CK) competency, while Pedagogical Content Knowledge (PCK) and Technological Pedagogical Knowledge (TPK) were significantly related to civil status. Additionally, the type of class assignment had a significant relationship with CK competency. Overall, SpEdT and ReT teachers were considered competent in applying the TPACK framework for inclusive education. The study recommended implementing a development plan that included professional development, partnerships, and ongoing competency monitoring

Responsibilities of Special Education Teachers in Inclusive Education

RESEARCH OBJECTIVE: The purpose of this study is to look at the responsibilities of special education teachers within Poland’s mainstream education system, while situating them within a broader comparative framework – specifically by examining the established role of Special Educational Needs Coordinators (SENCo) in the British educational context. THE RESEARCH PROBLEM AND METHODS: The study deals with the issue of identifying the optimal range of responsibilities for the newly created role of special education teachers in Polish mainstream schools and preschools. These tasks are designed to meet the diverse needs of all children and students within these inclusive environments. To investigate this issue, the research employs a content analysis of relevant legal documents and conducts a comprehensive review of existing studies on the subject. THE PROCESS OF ARGUMENTATION: At the heart of this study is a comparative analysis of the duties of special education teachers in Poland’s mainstream education system, as codified in legal statutes, and those of their counterparts in the British system, particularly the SENCo role. Moreover, the study examines the responsibilities envisioned for the role of Inclusive Education Coordinators as outlined in the Model of Education for All framework. RESEARCH RESULTS: The findings indicate that the duties assigned to special education teachers in Polish mainstream institutions are significantly broader in scope than those associated with SENCo in the British system. CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: Given that the role of special education teachers was only introduced in the previous academic year, there remains a significant gap in research on the actual implementation and efficacy of this position. One of the primary recommendations is to undertake more in-depth studies, with the potential to draw on the typologies of SENCo roles outlined in this paper to inform future research on the subject.

특수교육 분야의 자문화기술지 국내 연구 동향 분석

Objectives The purpose of this study is to examine the trends in autoethnographic research in special education, provide necessary information to researchers who intend to conduct autoethnographic research in the future, and explore the directions and applications of autoethnographic research in special education. Methods 54 autoethnography studies in the field of special education in Korea from 2000 to February 2024 were analyzed. The analysis criteria were established based on previous studies, and trends were analyzed according to ‘research type and publication year, researcher, research topic, data collection method, data analysis method, writing method, research validity, and research ethics’. Results As a result of the analysis, The most common type of research was journal articles, with 40 out of 54 (74.1%), followed by master's theses with 11(20.4%) and doctoral dissertations with 4(5.5%). The number of publications increased from 1(1.8%) in 2011 to 12(16.6%) after 2023, indicating a growing trend in autoethnography research. The most researcher type was special education teachers, accounting for 42(63.6%). The most research topic was instruction for students with disabilities, appearing in 23(42.6%) studies. Self-recall materials and cultural artifacts were primarily used for data collection. Holistic-category analysis, in vivo coding, emotional coding were the main data analysis methods. The most common writing method was confessional-emotional writing(35 studies, 33.7%), with imaginative-creative writing appearing in 2(2.9%) studies. Peer check was the most commonly used method for research validity(38 studies, 25.2%), with more than two analysis criteria employed. In terms of research ethics, privacy protection was the most common consideration(32 studies, 42.7%), while 16 studies(21.3%) did not mention research ethics. Conclusions Based on these results, implications for the direction and application of autoethnography research in the field of special education in Korea were discussed.

보완대체의사소통(AAC) 연수 프로그램이 미얀마 특수교육 종사자들의 AAC에 대한 인식과 AAC 교수효능감에 미치는 영향

Providing education to children with disabilities in Myanmar faces significant challenges, primarily due to limited resources and a shortage of trained professionals. The special education system is underdeveloped, making it difficult for children with complex communication needs (CCN) to engage in educational and social interactions. Teachers often lack the confidence and knowledge required to implement educational interventions such as Augmentative and Alternative Communication (AAC). This study evaluated the impact of AAC training on the perceptions and teaching efficacy of 19 staff members at an NGO-based special education center in City A, Myanmar. Participants included special education teachers, physiotherapists, paraprofessionals, and administrators working with students who have communication challenges. Using a one-group pretest-posttest design, the study assessed changes in participants’ perceptions of AAC and their teaching efficacy, with data analyzed through dependent sample t-tests. Results indicated a significant improvement in participants’ knowledge of AAC following the training program, which also notably enhanced their confidence in teaching communication. These findings underscore the need for further AAC training in Myanmar’s special education sector.

An Autoethnography on a Special Education Teacher’s Experiences to Teach Self-Determination for Elementary Students with Disabilities in a Special Class

An Autoethnography on a Special Education Teacher’s Experiences to Teach Self-Determination for Elementary Students with Disabilities in a Special Class

Turkish adaptation of the behavioral flexibility scale for children with autism spectrum disorder: cross-cultural adaptation and psychometric evaluation

PurposeThe purpose of this study is to adapt the “Behavioral Flexibility Scale for Children with Autism Spectrum Disorder” to Turkish culture and evaluate its psychometric properties.Design/methodology/approachThe Behavioral Inflexibility Scale (BIS), developed by Luc Lecavalier and her colleagues, is used in diagnostic tests for autistic children. The research used a methodological design. Data were collected between March and September 2021. The study included 254 parents of children with autism. Content validity, construct validity and criterion validity were assessed. Reliability was examined using adjusted item-total correlation, Cronbach’s coefficient, composite reliability and split-second reliability.FindingsThe Turkish version of the “Behavioral Flexibility Scale for Children with Autism Spectrum Disorder” was found to have good content and criterion validity. The single-factor structure of the scale was confirmed for the Turkish version as a result of confirmatory factor analysis. The Cronbach alpha coefficient of the scale was determined as 0.97, and the item/total correlation coefficients were found to be between 0.544 and 0.807. In the first factor analysis conducted for BIS, the KMO value was 0.958, and in the BTS test results, it was determined that the scales were suitable for factor analysis (X2 = 7,296.05; df = 705; p < 0.001). As a result of the explanatory factor analysis, it was found that the items forming the scale were gathered under a single factor, and the factor loadings varied between 0.564 and 0.822. It was found that the items constituting the scale explained 52% of the variance, and the Pearson correlation coefficient was r = 0.775, p < 0.001.Research limitations/implicationsIn this study, there are some limitations that need to be acknowledged. First, the sample that the study is based on was collected from parents from a single city in our country, and therefore, in future studies, it is recommended to use a stratified sampling method to include participants from all regions of the country. Another limitation is that the behavioral flexibility of children and adolescents with autism spectrum disorder (ASD) was assessed only based on the information provided by their parents. This leads to a one-sided evaluation of the results. Therefore, in future studies, it is recommended to include various sources such as special education teachers and attending physicians to assess the behavioral flexibility of children and adolescents with ASD.Practical implicationsThe Behavioral Flexibility Scale was found to be a valid and reliable tool that can be used in diagnostic testing in children with ASD.Social implicationsIt is aimed to early identify and intervene in the behavioral problems experienced by autistic children.Originality/valueThe Behavioral Flexibility Scale was found to be a valid and reliable tool that can be used in diagnostic testing in children with ASD.

The effect of autism on language delay with children in Dohuk Governorate Center

Autism is considered a new disorder that affects some children and greatly affects their mental development and language delay. Neglecting autism treatment may lead to serious complications, including madness. This research focuses on the effect of autism on linguistic delay among children at the Dohuk Governorate Autism Center. The research relied on the descriptive approach using a questionnaire that was distributed to special education and autism teachers in the Dohuk Governorate Education Directorate, and the data was analyzed statistically to understand the relationship between autism and language delay. The aim of the research is to know the ways of developing autism and its effect on language delay with children in the Dohuk Governorate Center, and to educate their families about the dangers of autism and ways to prevent it to protect their children from negative effects on their language and health. The results showed that language impairment is one of the main symptoms of autism, with 67% of specialist teachers answering this question “yes”. This research consists of two chapters, in addition to the introduction and conclusion. The first chapter includes the theoretical aspect and deals with autism and language delay, while the second chapter includes the analytical aspect and deals with statistical analysis and the presentation and discussion of the results.

The Role of Teachers in Improving Education For Children With Special Needs at Maulana Nadiqu Foundation Rantauprapat

This research investigates the role of teachers in enhancing the education of children with special needs at the Maulana Nadiqu Foundation in Rantauprapat. Inclusive education has become a primary focus in efforts to ensure that every child, regardless of differences in ability or disability, can access a quality education. Although there is a new policy in Indonesia that prohibits the selection of students based on special needs at the primary level, challenges remain in effectively implementing inclusive education. The main objective of this research is to identify the role of teachers in supporting children with special needs within the context of inclusive education, as well as to explore the methods and strategies used by teachers in addressing these special needs. The research method used includes a qualitative approach with data collection techniques consisting of participatory observation and in-depth interviews with teachers, parents, and students. Data analysis is conducted using thematic techniques to identify patterns, trends, and key themes that emerge from the collected data. The theoretical framework used includes concepts from inclusive education, the role of teachers in special education, and psychological theories related to child development. The results of this research are expected to provide a deeper understanding of the challenges and strategies faced by teachers in the context of inclusive education, as well as their important contributions to improving the quality of education for children with special needs. The implications of this research can be used to inform better educational policies and improve teacher training and education to effectively meet the needs of children with special needs in inclusive educational settings.

“Comfortability Comes From Seeing People Like You in Positions of Power”: Experiences of Special Education Teachers of Color

Recruiting and retaining special education teachers, particularly those from historically underrepresented communities, is essential for addressing the ongoing lack of representation in the field and the issues related to the disproportionate representation of students. This qualitative study builds on Scott and Alexander’s prior research investigating motivating factors for pre-service and in-service teachers joining special education, valued aspects of teacher preparation programs, and recruitment and retention influences. Using a constructivist framework, we conducted a thematic analysis of 15 participant interviews. Thirty-one themes were identified, highlighting personal connections, practicality, representation, and financial aid as key considerations for attracting and keeping teachers of color in special education. The findings emphasize the importance of these factors for teacher-preparation programs and districts aiming to enhance the presence and longevity of diverse special education teachers. Implications and future directions are also discussed.