Special Education Practices Research Articles

The dynamics of the mental and physical health of Filipino special education educators during the COVID-19 pandemic: a hermeneutics approach

PurposeThis study outlines the challenges faced by Filipino SPED educators during the COVID-19 pandemic. The shift to online teaching, unreliable internet connections and lack of resources have caused significant stress and anxiety. Balancing professional responsibilities with personal roles has led to emotional and physical exhaustion. SPED educators have shown resilience and dedication to their students, seeking support and developing new routines. The study brings out the need for more comprehensive support for SPED educators, considering both their professional duties and personal well-being. Future research could provide deeper insights into the long-term effects of the pandemic on these educators.Design/methodology/approachThis study qualitatively investigates how Filipino SPED educators perceive their roles during the pandemic, focusing on how their professional identities shape their mental and physical health. Using interpretative phenomenological analysis (Smith and Osborn, 2003; Smith et al., 2009; Noon, 2018), it explores daily practices, challenges and the meaning derived from their work. This method, drawing from phenomenology and hermeneutics, examines how individuals make sense of their experiences within their personal and social worlds (Larkin and Thompson, 2011), emphasizing specific meanings over broad generalizations.FindingsThe pandemic has spotlit the need for better support systems for Filipino SPED educators (Quizana and Espiritu, 2023). They rely on family, friends and colleagues for emotional and practical support, sharing teaching materials and developing new routines to manage stress and anxiety (Mendoza, 2022). Hermeneutic analysis shows a deep connection between their professional roles and their mental and physical health. Their identities as educators, caregivers and advocates are intertwined with their sense of purpose. The challenges they face emphasize the need for access to healthcare, reliable internet and emotional support to sustain their well-being.Research limitations/implicationsOne significant limitation of this study is its cross-sectional nature, capturing a snapshot of SPED educators’ experiences during a specific period of the pandemic. This approach does not account for changes over time, which could provide a more comprehensive understanding of how their challenges and coping mechanisms evolved. Longitudinal studies could offer deeper insights into the long-term impacts of the pandemic on their professional and personal lives. Nonetheless, our findings provide important insights into the relationship between physical and mental health, the impact of the pandemic on professional and personal lives and the meaning derived from their roles.Practical implicationsThis study shows that SPED educators need more support to handle their challenging roles, especially during the pandemic. Improving access to healthcare, reliable internet and emotional support is essential for their mental and physical well-being. Schools and policymakers should work to create strong support networks, provide mental health resources and ensure good internet access for online teaching. Recognizing how their professional roles affect their well-being can help shape policies and practices that create a supportive environment, allowing educators to manage their responsibilities better and stay dedicated to their students.Social implicationsThis study reveals the need for better support for SPED educators, who are vital in helping students with special needs succeed. Improved healthcare, mental health resources and reliable internet can help educators manage their many responsibilities more effectively. More robust support systems can reduce their stress and anxiety, benefiting both them and their students. Policymakers and communities must recognize the importance of SPED educators and collaborate to create a more supportive environment, emphasizing the value of their work in promoting inclusive and equitable education.Originality/valueThis study offers a fresh perspective by using hermeneutic phenomenology to investigate the experiences of SPED educators during the COVID-19 pandemic. It uncovers how the shift to remote learning affected their mental and physical health in ways that remote learning impacted their mental and physical health, bridging gaps between theoretical models and real-world practices. Focusing on the real-life challenges SPED teachers faced and how they coped, the study provides valuable insights for improving support and practices in special education. These findings have practical implications, enlightening the reader on how to better support SPED educators and students during crisis conditions, thereby improving the quality of special education.

Modern institutional practices in the field of higher education in the context of its transformation: a sociological approach

Introduction. In the context of modern globalization, the higher education institution worldwide is undergoing significant transformations. The aim of the study is to examine the changes in the consciousness and behavior of students and teachers in specific university educational practices. Methodology and Methods. The empirical study was conducted at the Novosibirsk State Technical University (Russian Federation) in two stages. In the first stage, semi-structured interviews with university teachers (8 people) were organized. In the second stage, a survey was conducted among students (200 people). Results. The study results showed that students in most cases accept the status and role of the consumer of educational services, which manifests as: Status Dominance. The desire to dictate terms in choosing the method of communication with teachers was shown in the responses of 85.5% of students, who also expect an immediate response from the teacher to their message – 75.5%. Almost all students are confident in their right to independently evaluate themselves and defend their position before the teachers – 93%. KEYWORDS Expertise. Students believe that they can assess the educational process and express their opinions to the teacher – 82.5%, and it is also important for them to evaluate the applicability of the knowledge obtained for their future profession – 84%. Expectations of comfort. Students hope for the creation of comfortable learning conditions for them, as well as care and attention from teachers – 84%. Passivity. The passive behavior of students is reflected in their desire to place responsibility on teachers for, for example, difficult assignments – 37%, for excessive demands – 23%, for their interest in studying – 21%, and on the university for the lack of assistance in job searching – 19.5%. As a result of the study, it was found that within the educational process, the behavior of students and teachers simultaneously exhibits various institutional models: consumerist (economic) for students, while teachers predominantly adhere to a traditional (educational) model with elements of an economic one. Conclusion. Thus, it is established that far from all the norms that students are ready to follow in the specific educational process are shared by the teachers, which significantly complicates it and indicates the practical necessity to respond to this problem

Relationship between executive functions and school readiness in kindergarten children with cochlear implant

This study aimed to examine the relationship between executive functions and school readiness of kindergarten children with cochlear implants. The study included 109 children between the ages of 57 and 71 months, who were enrolled in a special education practice school for the deaf and followed up by the ear, nose, and throat diseases clinic, who had bilateral severe or profound sensorineural type hearing loss and who used bilateral cochlear implants. The participants’ teachers filled out the Childhood Executive Functions Inventory and the Primary School Readiness Scale. The findings showed a significant relationship between the Childhood Executive Functions Inventory-Working Memory, Inhibitory Control, and Total scores and Primary School Readiness Scale of kindergarten children with cochlear implant (r values are −.793, −.819., and −.768, respectively; p < 0.01). The results obtained from this study emphasize the importance of interventions that support the executive functions and school readiness of children with cochlear implants from the earliest period and increase their participation in school life.

Interpreting for Equity? A Case Study of Interpretation Practices in EI/ECSE for Spanish-Speaking Latinx Families

Interpretation practices in Early Intervention and Early Childhood Special Education (EI/ECSE) are critical to delivering services to Spanish-speaking Latinx families raising emergent bilinguals labeled as disabled (EBLADs). This study examines the experiences and perspectives of Spanish-speaking mothers, their interpreters, and their bilingual and monolingual EI/ECSE providers to understand interpreting practices. Using intersectional theoretical frameworks of Disability Studies Critical Race Theory (DisCrit) and Raciolinguistics, we employed a case study approach to examine interpretive practices within the boundaries of an EI/ECSE system. Our study uncovered several barriers to providing effective interpretation practices within EI/ECSE services, such as the institutional failure to prioritize time for preparation, collaboration, and resource allocation to support EI/ECSE providers and interpreters, resulting in fragmented services to racialized families needing interpretation support. Our study also found recommendations to reimagine interpretation services, such as prioritizing prepping time with interpreters and investing in culturally responsive professional development. Our findings highlight the need to reimagine how EI/ECSE interpretation services are operated to fulfill their promise and federal obligation to provide responsive and family-centered interpretation services to families needing interpretation.

Increasing Prosocial Employment Skills for Adolescents With Emotional and/or Behavioral Disorders: A Systematic Review and Quality Review

In this systematic review, we examined interventions for increasing prosocial employment skills for adolescents with emotional and/or behavioral disorders (EBDs). Many studies have focused on social skills related to employment for individuals with intellectual disabilities or autism spectrum disorders. However, there is a paucity of research on employment skills for individuals with EBD. A synthesis of available literature may help inform what is currently known about supporting prosocial employment skills for this group of students. We examined components of strategies that promote successful employment outcomes for individuals with EBD. We identified 12 studies involving 2,095 transition-age students, with 249 students identified with or at risk of EBD. Findings indicate that explicit teaching of prosocial employment skills is an effective strategy for increasing these skills. Included studies were evaluated using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education. Recommendations for future research and practice are discussed.

Youth Orchestra Participation and the Potential Support for Player Resilience: Conductor–Music Educator Perspectives

Resilience is a key capacity for coping with challenges and adversities. With increased reporting of anxiety and depression among young people in Australia, finding effective strategies to help bolster resilience is an imperative. Community youth music organizations, such as youth orchestras, play a unique social, cultural, and educational role and are well placed to foster the development of resilience in young musicians. Drawing on research conducted in collaboration with Tasmanian Youth Orchestras, this article explores how conductors in such organizations have the potential to enable the development of resilience in young musicians through specific educational practices. The findings shed light on the importance of the non-performative activities of conductors: repertoire selection, planning for engagement and inclusion, knowing individuals, and providing feedback in safe, supportive ways. These all feature strongly in conductors’ work and have clear potential to enhance the skills associated with player resilience.

Critical Soft Skills for Sustainability in Higher Education: A Multi-Phase Qualitative Study

Sustainability requires a holistic perspective beyond technological advancements, integrating relational and socio-emotional dimensions critical for addressing the complexity of contemporary challenges. In this context, interpersonal and intrapersonal skills, often referred to as soft skills, emerge as central elements, particularly within the educational domain. This article aims to identify critical soft skills for sustainability and systematize educational practices supporting their development and integration into higher education. Employing a methodological framework grounded in Design-Based Research (DBR) and Design Thinking (DT), this research was conducted in three phases: (i) immersion, (ii) content analysis, and (iii) synthesis. The results identify 19 soft skills, grouped into four main categories: (i) Communication, Collaboration, and Diversity Management; (ii) Self-Awareness and Emotional Management; (iii) Environmental, Cultural, and Social Awareness; and (iv) Ethical Values and Spirituality. For each category, specific educational practices are presented, offering a strategic pathway to integrate these skills into higher education and advance competencies aligned with sustainability. This study highlights the urgent need for a transformative shift in higher education, proposing a structured and adaptable model for integrating critical soft skills into the educational field. This approach aims to equip individuals with the interpersonal and intrapersonal competencies to navigate complex socio-environmental challenges and contribute to a more sustainable future.

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

Paradigmatic disharmonies and dilemmas in special educational practices for Sámi children and youth in Norway

The Sámi are the only recognised Indigenous peoples in Europe. The traditional homeland, Sápmi, stretches today over the countries Norway, Sweden, Finland and the Kola peninsula in Russia. The aim of this article is to pinpoint critical issues related to special educational support for Sámi children and youth in Norway. Research on this topic is scarce. Research conversations were held in 2022 with 10 Sámi special education teachers. The Sámi special education teachers’ narratives reveal how their language proficiency, cultural and subject knowledge, and special educational competencies allow them to bridge the paradigmatic disharmonies and dilemmas in special educational practices in Norway to various extent. To illustrate the results the article presents three scenarios depicting the Sámi special education teacher as a strong instrumentalist bridging between paradigmatic disharmonies; as a frustrated player constantly improvising to find the harmony; or playing an instrument that is not included in the symphony.

Sınıf Öğretmenlerinin Özel Gereksinimli Çocukların Kaynaştırılmasına Yönelik Öğretmen Yeterlikleri ve Program Tasarım Yaklaşımı Tercihlerinin Araştırılması

The first law directly related to special education practices in our country is the Law No. 2916 on Individuals in Need of Special Education, which came into force in 1983. With this law, the general framework of special education was determined. According to the Ministry of National Education's 2018 Regulation on Special Education Services, special education is defined as an education program developed to meet the educational and social needs of individuals who differ from their peers in terms of developmental characteristics and educational competence, and education carried out in appropriate places and times with expert personnel. According to the same regulation, special education is defined as education provided by teachers who are carefully trained to fulfill the educational requirements of individuals who do not show normal development by creating individual programs and techniques appropriate to the level of the individual and in environments suitable for the individual's individual differences and disability. According to the definition made by the World Health Organization, special education refers to the inability or limitation of an individual to fully fulfill the behaviors expected of him/her due to a deficiency or inability associated with age, gender, cultural and social factors. Teachers who have students with special needs in their classrooms within the scope of mainstreaming practices. Key Words: Special Education, Inclusion-Integration Education, Teacher Competencies, Program Design Models

EDUFLUENCER SEBAGAI ROLE MODEL KEPADA PELAJAR

This study aims to analyze the influence of Edufluencer as a role model for students. Edufluencers are educational influencers who promote specific educational products, philosophies or practices according to their respective expertise through the social media space. Edufluencer shares creative digital teaching methods online and spreads their expertise to all students and teachers in the virtual world. Edufluencer plays a drastic role and influences students who follow Edufluencer accounts online. The influence of Edufluencer is not only limited to knowledge but also influences the attitude and behavior of their followers. Students who follow their favorite Edufluencers consider Edufluencers as a source of inspiration and emulate the Edufluencer lifestyle in various aspects. This study uses a qualitative approach which is in-depth interview. A total of four Edufluencers who meet the study criteria, namely the Nano-Edufluencer category, were selected through purposive sampling. The research data was analyzed using a thematic approach. The results of the study found that there are four main themes of Edufluencer using various aspects in influencing followers to apply pure values, namely content authenticity, language aspects, appearance aspects and lifestyle aspects through their broadcasts. The implications of this study show that Edufluencers not only influence knowledge, but other aspects are also influenced by their persuasive content. In conclusion, Edufluencer is able to be a role model in producing a responsible and quality generation, especially the young generation.

A Sentiment Analysis of Emergency Online Special Education after COVID Mass Vaccinations Started

This study examined people’s sentiments toward emergency online special education after mass vaccinations became available to determine whether people had positive, negative, or neutral sentiments towards emergency online special education. The results revealed that most tweets were positive and focused on special needs and special education during emergency online special education. Specifically, most tweets focused on special education, and they included a positive content with average daily sentiment scores never getting smaller than zero. Similarly, special need and special education turned out to be the most frequent expressions used, and topic modeling indicated that target tweets’ content focused on the needs of students with special exceptionalities. All these findings suggest that emergency online special education can be a viable alternative during times of crisis and availability of vaccinations at a larger scale may help to create a positive atmosphere thereby informing teacher education and special education research and practice.

SPECIAL EDUCATION IN THE NEW NORMAL: EMBRACING DISTANCE LEARNING

This study explores the adaptation and challenges in special education during distance learning to develop a comprehensive continuity plan. Participants included three administrators and 15 teachers from special education schools in Cabanatuan City, along with 150 parents during the 2021-2022 school year at Cabanatuan East Central School, Lazaro Francisco Integrated School, and Camp Tinio Elementary School. Using a descriptive research method, the researchers created a questionnaire as the main data collection tool, which was validated for reliability. Data analysis was conducted using Microsoft Excel and the Statistical Package for Social Sciences (SPSS), employing frequency counts and percentages to profile respondents. Weighted mean values were applied to assess adjustments, challenges, and support in special education distance learning. The findings reveal the effective implementation of modified practices in special education, covering instructional, curricular, and administrative areas. Administrators and teachers rated the challenges of executing the special education learning continuity plan as moderately difficult, while parents found them slightly challenging, emphasizing the significant efforts of teachers and administrators in helping parents and students comply with the plan. The researchers recommends a continuity plan designed to benefit administrators, special education teachers and parents with the goal of improving the educational experience for this group. KEYWORDS: Special Education, Distance Learning, Adaptation, Challenges

The Effect of the Picture Exchange Communication System on Individuals with Autism Spectrum Disorder

Introduction: The aim of this study was to examine the effect of the Picture Exchange Communication System (PECS) protocol in teaching individuals with moderate/severe autism spectrum disorder (ASD) the ability to initiate spontaneous communication and request food. Method: In the study, a single-subject research model, multiple probe design with across-participant was used. The participants of the study were three boys diagnosed with moderate/severe ASD attending a special education practice school. The independent variable of the study was the first three phases of the PECS protocol, and the dependent variable was the child's ability to initiate spontaneous communication and request food. The study included baseline, intervention, generalization and follow-up sessions. Results: The first three phases of the PECS protocol were found to be effective in children with moderate/severe ASD in learning the skill of requesting food. The children were able to maintain the food-requesting skill they learned one and three weeks after the last intervention session and were able to generalize this skill to different environments and people. Teachers who participated in the study as communication partners expressed positive opinions about the study. Discussion: The effectiveness findings of the study are consistent with other studies in the literature that examined the effect of PECS on the acquisition of requesting skills by individuals with ASD. The findings were discussed in comparison with the related literature and suggestions were made for future research and practice.

ПРАКТИКА ФОРМУВАННЯ ЕСТЕТИЧНОЇ КУЛЬТУРИ ТА ЕСТЕТИЧНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ

Today, the processes of forming aesthetic culture and aesthetic competence are becoming increasingly relevant for future specialists in higher education institutions due to the fact that the individual integrative qualities contribute to the comprehensive development of a personality, in particular its spiritual values, which are the basis for a harmonious lifestyle in society. The purpose of the article. Summarizing the research of predecessors in the correlation of the practice of forming aesthetic culture and aesthetic competence of students in higher education institutions in terms of outlining the dominant forms, teaching methods, and pedagogical technologies. The study used a set of the following methods, such as analysis, systematization, generalization of scientific sources, and comparison. Results of the study. The following scientific achievements were analyzed and summarized: A. Karam, H. Sotska, L. Hlazunova, L. Kyrychenko, M. Biletska, M. Necheporenko, S. Dudiaha, Sintin Liu, T. Pidvarko, Y. Shevchenko and Y. Sopina. The formation of aesthetic culture and aesthetic students’ competence involves the aestheticization of the educational environment and requires the use of a set educational components and specific courses, educational and production practices, extracurricular activities, forms, methods of teaching, and pedagogical technologies. Conclusions. Among the forms of training are the following: lecture; seminar and practical classes; practices; conferences; conduct curatorial hours; consultations; subject olympiads; clubs; museum and artist workshops visits; organization and conduct art exhibitions, arts events, round-table discussions; theatrical activity; local lore exploratory expeditions; groups of interest; master classes; reading days; oral journal; distant travels; press conferences; competitions; exhibitions of creative works; aesthetic atelier; scientific association sessions. Teaching methods include: modeling of moral and aesthetic situations; conversational interaction; gaming; creative assignment solutions; crush trouble; dispute; discussion; training; individual and collective discourse; self-reflection and self-esteem methods; microteaching and portfolios. There are dominant pedagogical technologies: problem-based and project-based learning, training, game simulation, and case-technology. Key words: aesthetic culture, aesthetic competence, education, students, forms, methods, pedagogical technologies.

The Norwegian educational and psychological counselling service (EPS) as an ‘inclusion agent’ in schools?

ABSTRACT This article focuses on the schools’ support service related to the Nordic ambition of inclusive education. This ambition entails a somewhat conflicted mandate, which both the schools and the support service find demanding to ensure in their collaboration. As a framework for discussing challenges and opportunities linked to a case study in Norway, the article also shows how this appears in Sweden and Denmark. The question is whether it is possible, through new forms of meetings, to develop an innovative collaboration on inclusive practice between the Norwegian Educational and Psychological Counselling Service and schools. The article builds on selected data from a larger project, using a cross-unit analysis to compare experiences from two different types of collaboration meetings in two different Norwegian municipalities. By this, we have searched for an understanding of the central prerequisites to succeed. The most significant finding is the importance of a leadership which is, under innovative conditions, capable of creating necessary psychological safety to develop the meetings towards real professional learning communities. Finally, the apparently persistent challenges of designing a suitable support service to realise inclusive education in the Nordic countries are discussed in light of a current Norwegian strategy called ‘The Competence Boost for Special Education and Inclusive Practice’.

장애학생 개별화교육계획(IEP) 참여 중재 관련 국내외 연구 동향 고찰

Purpose: This study aims to analyze domestic and international research on the participation of students with disabilities in Individualized Education Programs (IEPs) to explore specific strategies for effectively facilitating student participation in IEPs. Additionally, the study seeks to derive implications applicable to special education practices in South Korea. Method: A total of 21 relevant research papers published between 2004 and 2024 were selected and analyzed to examine overall trends and intervention-related elements. Results: First, out of the 21 studies on student participation in IEP strategies and interventions conducted from 2004 to 2024, only three were conducted in South Korea, indicating a smaller number than that of the international studies. Second, among the participants in these studies, students with intellectual disabilities were involved in 19 out of the 21 studies, with most participants being middle or high school students, while studies targeting elementary school students were very limited. Third, only 9 out of the 21 studies provided support considering the specific characteristics of the disabilities. Fourth, an analysis of independent variables to examine the contents of the interventions revealed that self-directed IEP intervention strategies were the most frequently provided. Conclusion: Based on the findings, this study discusses the practical implications for the participation of students with disabilities in IEPs and suggests directions for future research.

Digital Training for Special Education Teachers on Early Literacy Intervention: A Systematic Review

In today's technology-driven world, education is changing rapidly. This is especially important in special education, where we help students with unique needs. One crucial area is teaching students to early literacy. Teaching students with special needs to this skill can be complex, and teachers need specialized training. However, there are many problems when using traditional ways of training, which may not be flexible or adaptable enough for the digital age. Digital training can better prepare special education teachers, making early literacy support more effective and inclusive. In this paper, the PRISMA approach was applied to find the primary data based on a few keywords, such as "digital professional development (PD), special education teacher, and early literacy intervention." Based on advanced searching on SCOPUS and Web of Science (WoS), (n = 12) were discovered. Expert scholars decided to develop three themes, which are (1) the component of digital PD in special education practices, (2) enhancing early literacy intervention by PD, and (3) the effectiveness of technology on early literacy intervention. In summary, digital training serves as a guide for educators, policymakers, and stakeholders in the field of special education, offering insights into the transformative potential of digital training.

Remixing Special Education Practices with Artificial Intelligence: UDL, EBP, and HLPs

This article presents engaging and practical methods of helping educators to “remix” the evidence-based and high-leverage practices they are already familiar with to include the new capabilities of artificial intelligence (AI). Transformational modern technologies can be powerful and disruptive, possessing the potential to impact multiple areas of society, including education. One of the best ways for educators to implement AI in their teaching is using it to help support and extend their current practices (Mishra et al., 2023). Similar to how a new remix on the radio can make an old favorite song fresh again, educators can use AI to uphold and enhance their existing instructional strategies and skills. However, adapting to the new paradigm of AI in education may be challenging for teacher preparation programs in special education. The authors of this article apply some of the strategies from “Leveraging Emerging Technology to Design an Inclusive Future with Universal Design for Learning” (McMahon &amp; Walker, 2019) to effectively implement AI in education. Rather than needing to start fresh or relearn how to teach while incorporating AI, teachers can view this article as a foundation for how to apply AI tools to support current practice. The recommendations are based on Universal Design for Learning (UDL) and strategies for adapting AI tools to support high-leverage practices and established evidence-based practices. The authors aim to inspire special educators to start using AI to help “remix” and innovate the implementation of their existing instructional strategies.

Administrative and leadership requirements for implementing evidence-based practices in special education programs: the perspective of special education teachers

Administrative and leadership requirements are crucial to the application of evidence-based practices (EBPs) in special education. Therefore, the current study aimed to assess the availability of administrative and leadership requirements for applying EBPs in special education programs from the teachers’ perspective, as well as determine the differences in their availability depending on the variables of disability category (intellectual disability (ID), autism spectrum disorder (ASD), and learning disabilities (LDs)) and school stage (e.g., primary or middle school). The sample included 243 special education teachers working in the city of Riyadh, Kingdom of Saudi Arabia. A questionnaire on the administrative and leadership requirements for implementing EBPs in special education programs (prepared by the researchers) was used to collect data. The results revealed the availability (which ranged from moderate to high) of administrative and leadership requirements for implementing EBPs. Moreover, there were differences in the availability of administrative and leadership requirements according to students’ disability category; these differences were in favor of the learning disability group. However, there were no differences according to the academic stage. We recommend conducting further research on administrative and leadership requirements using different methods.