Special Education Teachers Research Articles

A Heart of Service: Discovering the Lived Experiences of Special Education Teachers Using Skill-Based Learning in Cebu City

Special education (SPED) learners often struggle in learning due to the curriculum and limited resources despite the awareness of the value of education globally. In the Philippines, inclusive education for all learners, especially for learners with special needs has yet to be delved deeper, hence, this study provides an exploration of the lived experiences of SPED teachers using skill-based learning to understand their perspectives of the participants on how this learning approach can help SPED learners acquire the skills needed for independence. Husserl’s descriptive phenomenological research design was used to describe the meaning of the lived experiences of the five SPED teachers using skill-based learning from Cebu City, Philippines. A semi-structured interview schedule served as the primary data collection instrument, supplemented by a focus group discussion to ensure data saturation. Colaizzi’s method of descriptive analysis was used to analyze the transcriptions, identifying key experiences, challenges, coping mechanisms, and meanings of teaching skill-based learning to SPED learners. Four major themes emerged from the analysis: Fulfillment in Teaching; Limited Resources, Parental Involvement, and Adjustment; Planning, Preparation, and Communication; and Emphasis on Practical Skills. Despite challenges, teaching SPED students could be fulfilling with passion and perseverance. The researchers recommend advocating for increased funding and programs to support SPED teachers in effectively implementing skill-based learning.

“We Lost Our Connection with the Children, the Smiles, the ‘Good Mornings’”: Caring for Special Education Pupils During the COVID-19 Lockdown

Special education teachers care for their pupils’ physical, emotional, and social needs, serve as the primary communication channel between the school and the parents, and coordinate other care workers such as paraprofessionals and psychologists. During the COVID-19 pandemic, the Israeli special education system moved to distance instruction, and slowly resumed operations following the first lockdown, even while the general education system remained shuttered. The life-threatening situation of the pandemic, where special education workers faced the crisis situation both personally and at the same time, professionally, in helping their students, families, and colleagues, created a situation of “shared trauma” for the teachers. Semi-structured interviews with 17 Israeli special education teachers were conducted to explore how they experienced the phenomenon of the pandemic. The teachers felt frustrated with the system, fearful for their health, lonely, and helpless in their ability to accomplish their job. Their work was negatively affected by masking and distance restrictions upon returning to the classroom. Many teachers benefitted from the support of colleagues and principals. We explore the implications for those who work with special education pupils and highlight the potential for increased cooperation and collaboration between care workers for their own benefit and the welfare of children.

PRE-SERVICE TEACHERS’ VIEWS ON DIJITAL ADDICTION

The aim of this study is to show the views of pre-service teachers on digital addiction. The study group of the research consisted of Eskişehir Osmangazi University Education Faculty, social studies teacher, primary school mathematics teacher, English teacher, science teacher, special education teacher, classroom teacher, preschool teacher and psychological counseling and guidance (PDR) in the spring term of 2021-2022 academic year consists of 90 pre-service teachers studying at the 2nd, 3rd and 4th grades at the undergraduate level.Purposive sampling method was used while forming the study group of the research. As a data collection tool in the research, a semi-structured interview form, which was collected by e-mail in the online environment and formed by taking expert opinion, was used.The There have been a number of attempts by pre-service teachers to reduce digital addiction and they have often been unsuccessful. Analysis was used in the analysis of the data. Findings show that the students generally evaluated themselves as addicted. The students participating in the research stated that they spend most of their time in the digital environment for research, doing homework, communicating, following social media, shopping online, watching TV series and movies, listening to music and playing games.The students participating in the study stated that digital addiction caused them to disrupt their responsibilities and There have been a number of attempts by pre-service teachers to reduce digital addiction and they have been unsuccessful.

Challenges of Special Education Teachers in HOTS (Higher Order Thinking Skills) Based Learning for Students with Special Needs in Lampung Province

The research aims to identify the perspectives and challenges special education teachers face when learning HOTS (Higher-order thinking skills) for students with special needs at the elementary level in Lampung Province. This research uses a survey-type quantitative approach with Google Forms. Twenty-nine special school teachers were respondents by random sampling. The study's results found that all of the teachers knew the concept of HOTS-based learning. As many as 69% of teachers thought that HOTS-based learning could be applied to every type of ABK, and the rest answered no. However, 66% of teachers have implemented HOTS-based learning for students with special needs. This research explores the perceptions, experiences and obstacles of teachers who have implemented HOTS for children with special needs in Lampung. Based on research, Teachers admit they need training, good facilities and infrastructure, peer support, parental support, and reading resources. Recommendations for overcoming this challenge include increasing teacher training, allocating sufficient resources, and supporting and collaborating between the government, schools, and the community. Apart from that, HOTS is indeed a good concept, but this research also shows that HOTS is one of many things that teachers should implement. The implementation of HOTS must be appropriate to the needs and abilities of each child with different special needs.

Declared Practices of Language Facilitation in Early Childhood Education and Care with Children Younger than Two Years

AbstractEarly reciprocal language experiences are crucial for children’s language development. Early childhood education and care (ECEC) has the potential to facilitate language development. However, knowledge on ECEC educators’ actions in implementing early language facilitation is scarce. This study surveyed educators’ declared practices of early language facilitation and its relationship with their educational background. Open-ended responses gathered from 644 Finnish ECEC educators were categorized by content and analyzed in relation to the educators’ qualifications and work experience. The findings showed that when reporting on their practices, the educators typically did not focus on the child’s communicative initiatives and reciprocal language. However, the responses of educators with a qualification in ECEC special education contained more focused content on child-led reciprocity. Moreover, both ECEC special education teachers and educators with experience in infant-toddler ECEC underlined the importance of interaction. The findings indicate a need to increase educators’ awareness of their actions in facilitating children’s early language skills. To achieve the educational and preventive rehabilitative potential of ECEC, it is crucial that centers both include ECEC special educators in their teaching staff and invest in educator training.

Social assets and the career intent of teachers serving students with extensive support needs.

Decades of research indicate social support is vital for retaining teachers. However, little is known about social support for teachers serving students with extensive support needs. The purpose of this study was to explore whether collective social assets (administrative support, colleague support, paraeducator support, school culture) were associated with retaining special education teachers (SETs) who serve students with extensive support needs (e.g., intellectual disability, autism). Stepwise regression analyses and Analysis of Variance (ANOVA) were used to analyze survey data from SETs across the United States. Results showed that positive social supports are critical, and teachers serving students with autism reported the highest levels of social support in three of the four social assets categories. Implications for future research and practice are discussed, as well as a need to promote and better understand positive school culture as this variable weighed heavily across SETs.

Special Education Teachers’ Perspectives Toward Tablet-Based Augmentative Alternative Communication (AAC) Devices

Several communication interventions have been used with nonverbal individuals with autism spectrum disorder (ASD) for a long time. One of these methods that are effective in enhancing the communication skills of these individuals is tablet-based devices (e.g., iPads). Special education teachers have a significant role in successfully implementing the augmentative alternative communication (AAC) intervention. Therefore, this study used a qualitative approach to determine special education teachers’ perspectives on the effectiveness of iPads as an AAC system and the barriers they face when using such devices. The researcher interviewed two special education teachers who had experience using iPads for communication in their classrooms. In addition to the semi-structured interviews, the researcher observed group/individualized instructions and noted the teachers’ reactions to using iPads to communicate with their students. The findings indicated that practitioners had positive attitudes toward using iPads for communication. As for the difficulties, teachers stated that one of the significant barriers was having students whose perspective of the iPad as an entertainment tool only.

Dialogic reading in preschool: a pragmatic randomized trial enrolling additional language learners

Additional language learners are at risk of presenting lower language skills in the majority language compared to peers. These differences in language skills have been observed at an early stage of education and may impact academic achievement later on. A randomized trial with a switching replications design was performed in Swedish preschools to examine the effectiveness of small group dialogic reading, aiming to promote oral language skills. The sample comprised 85 children with diverse language, socioeconomic, and cultural backgrounds attending nine preschools in three school districts. Dialogic reading was conducted by ten teachers, trained in dialogic reading and coached by three special education teachers. The dialogic reading intervention was feasible in preschool context and children progressed in their oral language skills during the intervention.

Approaches in Training for Non-Option Special Education Teacher at Private Early Intervention Center: The Nominal Group Technique Approach

In the past, studies only focused on approaches to training for teachers in the special education field. Hence, this study develops approaches for training non-option Special Education Teachers (SETs) in private early intervention centers, addressing their lack of specialized qualifications. Seven panel experts participated in this study using the Nominal Group Technique (NGT). The findings using this approach indicate that observation, reflection, and co-teaching are essential for SET at private early intervention centers. This study aims to enhance professional development and improve educational outcomes for children with special needs by tackling the unique challenges these educators face.

Vocational Special Education Teachers' Comptencies: A Literature Review

Vocational Special Education Teachers' Comptencies: A Literature Review

Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand

Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand

Relationship between Emotional Intelligence and Self-Efficacy of Special Education Teacher

Relationship between Emotional Intelligence and Self-Efficacy of Special Education Teacher

Teaching Quality: An Unexamined Element of Special Education Teacher Turnover

Little is known about the quality of the special educators who move schools, switch to general education, or leave teaching. In this study, the author examined if turnover (moving schools within a district, moving schools between districts, switching to general education, or leaving teaching in the state) was associated with two common indicators of teacher quality: value-added scores or teaching observation scores. On average, special educators’ probability of leaving teaching in the state declined as their value-added score increased, after accounting for the characteristics of teachers, their students, and their schools. Observation scores were similarly negatively associated with leaving and with moving within or between districts. Eight percent of special educators switched to general education positions, and the probability of switching was not associated with teachers’ value-added or observation scores. The author discusses the implications for ensuring schools retain effective special educators while noting the limitations of current measures of special educator quality used in practice.

IMPLICIT STRATEGIES OF ELEMENTARY GENERAL EDUCATION TEACHERS IN INCLUSIVE CLASSROOMS: A PHENOMENOLOGICAL STUDY

General Education teachers don’t have exceedingly specialized capabilities in special education. We don’t have much encounters in an inclusive classroom. Not continuously, but regularly, it appears that teachers feel unequal to the errand of educating students with special needs. This study used a phenomenological approach, which explains how people interpret their lived experiences with a concept or phenomenon (Creswell, 2020). The objective of a phenomenological investigation is to understand and explain an event from the point of view of the participants. Many professionals in the literature express concerns about whether full inclusion is appropriate for all students with disabilities and emphasize the importance of maintaining a continuum of services. Supporters for a continuum of services for students with disabilities cite two main reasons. First, they believe there is an inadequate research base to advocate such a drastic change to the current educational system believes, the research evidence on the relative efficacy of one special education service delivery model over another is scarce, methodologically flawed, and inconclusive. A number of recommendations for future studies emerged from the data. This study was restricted to fifteen elementary general education classroom teachers from Davao City The first recommendation would be to expand this study’s sample size and the geographic area of the participants. Another recommendation would be to study the perspectives of participants not included in this study: middle and high school teachers, specials teachers, and special education teachers. KEYWORDS: Implicit Strategies, Elementary General Education Teachers, Inclusive Classrooms, A Phenomenological Study

The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities

The purposes of this study were to develop the design of virtual reality content using eyes and to investigate the usability of the virtual reality content for nonverbal students with severe disabilities. A 360-degree video in which a narrator introduces scientific activities (momentum, earthquake, gravity, robot dance) and experiences them at Chungnam Science Education Center was produced. Next, the virtual reality content for the video were designed for users to manipulate image buttons with their eyes so that users can select and experience images. Users can select and view images of scientific activity by staring and blinking using the HTC-VIVE Pro Eye, which combines eye tracking technology. The virtual reality content using eyes were designed and developed in accordance with the guidelines for supporting self-determination of students with severe disabilities. In order to investigate the usability of the VR content, 37 special education teachers who had special teacher certificates and had experience in teaching students with severe disabilities answered questions after using the VR content. The teachers evaluated as "neutral" in some usability evaluation categories (e.g., Self-determination, Ease of manipulation, Ease of Understanding, Effectiveness, Efficiency of class preparation, Efficiency in teaching, Appropriateness of content organization). When developing VR contents for students with severe disabilities, developers can design visual images in order for students with severe disabilities to understand easily and establish user interface in users’ eye conditions and operational capabilities. VR contents can be designed in relation to subject areas so that teachers can use them as educational materials.

Teamwork of General and Special Education Teachers in Managing the Education of Learners with Autism

Understanding the dynamics of collaboration helps identify best practices, resolve issues, and foster smooth working relationships among general and special education teachers for students with ASD achievement. This study explored the collaboration of general and special education teachers in educating learners with autism spectrum disorder (ASD) at three (3) selected elementary schools in Chicago, Illinois, USA, during the school year 2023-2024. This is a phenomenological inquiry of the ten purposively selected participants who answered the researcher-made semi-structured questionnaire that contained four (4) open-ended questions. Findings showed that in terms of the participants' views about the various collaboration models Implemented in educating learners with autism, the following were the emerging themes: 1) Team Teaching Collaboration, 2) Support Mechanisms on Demand, and 3) Structured Consultation Session. The impact of teacher collaboration on learners with autism academic outcomes were: 1) Enhanced Communication Abilities; 2) Active School Involvement; and 3) Self-sufficiency Development. The barriers encountered to effective collaboration were 1) Challenges in Communication, 2) Support and Policy from the Administration, and 3) Scheduling and Time Limitations. Thus, the general and special education teachers should intensify their collaboration and address the identified challenges. It is further recommended that a quantitative parallel study be conducted to validate and quantify the impacts of teacher collaboration strategies on the academic outcomes of learners with ASD.

A Project-Based Learning at University: Preparing Special Education Teachers

A Project-Based Learning at University: Preparing Special Education Teachers

Conceptualising inclusive curricula for learners with complex special educational needs: narrowing the design gap between commonality and difference

ABSTRACT The growing emphasis on inclusive education over the last decade has placed renewed focus on curriculum and the extent to which standard or different curricula should be enacted for learners with special educational needs. This paper explores the enactment process for a state-mandated, standard curriculum in Irish special schools. A two-phase, explanatory sequential mixed-methods approach to data-gathering was adopted. Phase 1 incorporated a questionnaire distributed to the principal of every special school in the Republic of Ireland (n = 133). Phase 2 consisted of a multi-site embedded case study with three special schools for children with varying levels of general learning disability. The findings illustrate how special education teachers modify the curriculum to make it more accessible for all learners and showcase the pertinence of curriculum design frameworks for framing those illustrations. The paper concludes by demonstrating the potential of a modified curriculum design framework for ensuring that learners with the most complex needs have better opportunities to access a curriculum with degrees of commonality to their peers.

Factors influencing pre-service special education teachers’ intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness

The use of artificial intelligence in education (AIEd) has become increasingly significant globally. In China, there is a lack of research examining the behavioral intention toward AIEd among pre-service special education (SPED) teachers in terms of digital literacy and teacher self-efficacy. Building on the technology acceptance model, our study evaluated the aspects influencing pre-service special education teachers’ intention toward AI in education. Data was gathered from 274 pre-service SPED teachers studying at a Chinese public normal university of special education and analyzed using structural equation modeling (SEM). The results show that digital literacy is associated with the perceived usefulness and ease of use of AIEd, which influences SPED teachers' intention to use AIEd. Additionally, digital literacy significantly impacts the self-efficacy of SPED teachers. Given these results, AI designers in special education should comprehend the effectiveness and usability of AIEd for fostering behavioral intention formation. Simultaneously, special educational programs that identify key content and activities for digital literacy training should be developed, and educators should attempt to execute the relevant pre-service training to enhance the intention of pre-service SPED teachers toward AIEd.

DiGi-ViS Intervention Module: A Need Analysis

Autism Spectrum Disorder (ASD), a neurodevelopmental disorder, is now a significant publichealth concern. The goal of this study is to determine whether there is a need for a Digital Visual Support(DIGI-ViS) intervention module among preschoolers with autism in Perak. The informants of this study were atotal of five special education preschool teachers who were selected by purposive sampling. The data was usedto analyse the interview transcripts. An interview method using semi-structured, guided questions is used toexplore the study's objectives. The findings of the data analysis revealed five themes (benefits, teaching practice,threats, approaches, and subject matter) that emerged, recommending that there is a need to develop digitalvisual support among preschoolers with autism placed in the Preschool Special Education Integration Programin Perak. Need analysis studies are essential for determining the content and requirements of an interventionmodule. Researchers also explored the expert opinion of special education teachers on the current challengesexperienced in the classroom setting during self-management subjects. The outcomes of this study suggest thatdigital visual support as an intervention tool for preschoolers with autism is recommended and very useful.