Special Education Training Research Articles

Building Sustainable Societies: The Role of Technology in Empowering Momtrepreneurs of Children with Special Needs

This study investigates the technology usage patterns among mothers of children with special needs, focusing on their proficiency, frequency, and purposes of computer and internet use. The aim of this study is to reveal the level of technology use of mothers with disabled children and the difficulties they experience in this regard. In addition, this study is expected to reveal the level of knowledge that mothers have about both the use of technological devices and their applications and to guide projects and development programs to be carried out for mothers. Utilizing a qualitative research methodology, data were collected through semi-structured interviews with 16 mothers whose children attend Famagusta Special Education and Job Training School. The findings reveal that while a significant portion of the participants are beginners or lack confidence in using computers, 87.5 percent of the respondents utilize the internet regularly, primarily for accessing information related to their children’s disabilities and for entertainment purposes. Despite some mothers having received formal training in computer usage, the majority indicated a need for further education to enhance their technological skills. This study underscores the necessity of tailored programs to support these mothers in effectively leveraging technology for their personal and familial needs, contributing to broader discussions on gender equality and empowerment within the framework of the Sustainable Development Goals.

Determining the Level of Emotional Intelligence of Future Cynologists

The purpose of the paper is to investigate the essence of emotional intelligence (EI) as an important component for future cynologists’ fruitful work in the sphere of rehabilitation of people who have been affected by the war consiquences. The authors studied the scientific literature on EI and its role in “Human-Human” and “Human-Animal” interactions in the working sphere. The authors determined the existing EI level of students who have Cynology as their major, outlined the theoretic and empiric outcomes, and stated recommendations for improving future cynologists’ professional training. Methodology. The empirical survey had a sample of 36 respondents. They were second-year students aged 18-21, 20 were male, and 16 were female. It was conducted by means of Google Forms on the basis of “Methodology of emotional intelligence diagnosis” by N. Hall (adapted) with subsequent processing and analysis of the results. Results. The study of the literature revealed that EI is of crucial importance for future cynologists’ professional fulfillment as it is responsible for the emotional regulation of their behavior, self-motivation, empathy, etc. However, empirically, it was found out that the EI of the respondents had not been sufficiently developed, as 68% of the respondents had a low level of EI integrative index, 22% of the students had the medium level of EI integrative index. Solely 10% of the respondents were recorded to have a high-level EI integrative index. Conclusions. The outcomes of the study revealed that most respondents do not have sufficient EI development, but they have the potential to enhance it. The authors insist on the organization of special educational courses and training to develop the ability of future cynologists to understand their own emotions and the emotions of other people, emotional behavior management, self-motivation, etc.

Enhancing self-efficacy and coping mechanisms in special education: the effects of a cognitive behavioural therapy workshop on pre-service teachers in Israel

ABSTRACT This article examined a five-session Cognitive Behavioural Therapy (CBT) workshop’s impact on twelve third-year pre-service special education teachers in Israel. The primary objective was to investigate the efficacy of a five-session workshop tailored to enhance coping mechanisms and self-efficacy within the context of special education training. Results showed significant improvements in participants’ cognitive process understanding and coping abilities specific to special education demands. Challenges in implementing CBT techniques are identified, highlighting the need for practical training. The findings suggest that CBT workshops can effectively prepare pre-service teachers for the complexities of special education, improving their classroom management skills.

Principals as Co-Advocates for Caregivers of Children With Disabilities: Possibilities and Realizations Beyond IDEA’s Collaborative Ideal

Although special education and its legal provisions under the Individuals with Disabilities Education Act (IDEA) were designed to support all children with disabilities, it has created a litigious and bureaucratic environment that further marginalizes disabled and labeled children of color and their families. Falling short of a collaborative ideal, school principals who can serve pivotal roles are often siloed from the rest of the school team, often lack special education knowledge and training beyond procedural matters, and can perpetuate inequities through their actions or inactions. We present a scenario illustrating the challenges and possibilities for school principals to promote equitable transformation through (a) an equitable, active leadership role, (b) embodying systemic equity commitments using intersectionality as praxis, (c) moving beyond school and district compliance, and (d) a co-advocacy role with families.

Teaching Hebrew as a second language for Arab middle and high school students with disabilities

Teaching Hebrew as a second language for Arab middle and high school students with disabilities

Preparing Special Educators and School Principals in Special Education Law: An Undervalued Area of Professional Training?

Although special education legal knowledge is central to educating students with disabilities, how two critical school professionals—special educators and school principals—garner such knowledge is unclear. This study identified gaps in the professional training for special educators and school principals by examining professional standards and common textbooks. After identifying 32 special education legal concepts, we used content analysis to determine the extent to which each concept was mentioned in professional standards and preservice textbooks (five in special education, six in principal preparation, and four in school law). Compared with special education textbooks (in which 68%–84% of special education legal concepts were mentioned), preservice principals received less information on special education law in their general textbooks (3%–13% of concepts mentioned), although gaps narrowed when examining school law textbooks (63%–81%). Special education and school law texts consistently included concepts related to the six pillars of the Individuals with Disabilities Education Improvement Act (IDEA), as well as more specific concepts, such as discipline/behavior and related services. Rarely mentioned concepts were extended school year, resolution meetings, and compensatory services. We discuss training, research, and policy implications.

Research on the Teachers' Dilemma in Inclusive Education under the Background of Learning in Regular Classrooms

Inclusive education has been a crucial education revolution since 1994 the Salamanca Statement, proclaiming that children with diversified abilities should have access to regular schools with appropriate scaffolds and support. Chinese inclusive education is presented as Learning in Regular Classrooms where children with special needs are placed in a regular classroom of a regular school. This article explored and identified challenges LRC faces through teachers roles, standards, and relationships with the childrens families that lead to unsuccessful LRC. The lack of special education knowledge in teachers, mono-teaching-evaluation standards on academics, and disagreements between teachers and families on support for children are some causes of unsuccessful LRC. This article proposed multiple solutions according to the challenges which include cooperating with special education schools to provide systemized special education training and support for teachers, schools providing clear, written, and diversified teaching standards, increase in communication between teachers and childrens families, and schools providing extra support for children.

Factors affecting the attitudes of principals of saudi general education public schools toward the inclusion of students with disabilities

BackgroundResearch has indicated that the attitudes of principals toward students with disabilities may affect the success of the implementation of inclusive programs in schools. This study was designed to address a gap in the research regarding Saudi principals’ attitudes toward inclusion. Relationships between attitudes and a number of variables were analyzed (i.e., gender, years of experience, level of school, type of student disability, personal relationships with individuals with disabilities). Methods and procedureThe study sample was drawn from the 600 public general education elementary, middle, and high schools with special education programs in Riyadh (n = 366 schools) and Jeddah (n = 234 schools) in Saudi Arabia. Each of the principals of these schools for AY2022/2023 was sent an email invitation to participate. A total of 403 respondents (67.17% response rate) successfully completed Bailey’s (2004) Principals’ Attitudes Toward Inclusive Education (PATIE) scale via electronic survey link. Results and outcomesOverall, the research found that Saudi principals of public general education schools have positive attitudes toward inclusion. The factors of training in special education, personal experience with individuals with disabilities, and years of experience as principal were found to be significant in regard to more positive attitudes. Conversely, the variables of gender, level of school, and type of student disability were not found to correlate with more or less positive attitudes. Conclusions and implicationsWhile the findings of the study bode well for the implementation of inclusion in Saudi public schools, certain limitations exist, including that the study sample was entirely drawn from the two largest cities in the country. In addition, the Saudi Ministry of Education has created an incentive plan that provides financial bonuses to principals at public schools who implement inclusive and special education programming in their schools. This indicates that the target population of this study might be more inclined to be positive toward inclusion than their colleagues at private schools. The findings have implications for expanding special education training in university teacher education programs and the creation of public awareness programs designed to improve understanding of disabilities and how inclusion positively impacts society as a whole.

Success for All: Maximizing Digital Accessibility in Special Education Teacher Preparation Courses through Universal Design for Learning

Digital accessibility has become one of the most critical components for post-secondary student learning success because accessibility is the first step of learning and the diverse college student population. However, emerging studies showed that teacher candidates experience high challenges in completing the program due to inaccessible course materials or course implementation. Furthermore, teacher educators addressed the need for more knowledge and skills in utilizing digital accessibility. Despite the demands, few guidelines exist for teacher educators to improve classroom digital accessibility. This article suggests multiple avenues of action for teacher educators to enhance accessibility through the lens of universal design for learning so that all teacher candidates with and without disabilities can succeed. Embedded vignettes illustrate an experience of a practicing teacher educator faced with modifying content with increased demands beyond their own training in special education.

Job satisfaction amongst special education teachers

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

EXPLORING TEACHERS’ UNDERSTANDING OF TEACHING LEARNERS WITH ADHD IN SELECTED INCLUSIVE PRIMARY SCHOOLS OF LUSAKA, ZAMBIA

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, which causes functional impairment. The study explored teachers’ understanding of teaching learners with ADHD in Zambian inclusive primary schools. A descriptive design supported by qualitative approaches was used. The sample size involved 18 teachers of learners with ADHD, 9 learners with ADHD, 3 administrators, and 4 officials from the Ministry of Education. Homogeneous purposive sampling was used to select participants. Data was collected using in-depth interviews, focus group discussions, and observation checklists. Qualitative data were analyzed using thematic and content analysis. The study revealed mixed views on teachers’ understanding of teaching learners with ADHD. Some teachers indicated that they adequately understood learners with ADHD due to sufficient knowledge to deal with learners, adequate training to deal with learners able to apply appropriate teaching methods, strategies, and techniques for learners, adequate exposure to handling learners, self-motivation to teach learners and ability to control the behaviours of the learners with ADHD. On the other hand, teacher participants indicated that they had limited understanding due to inadequate training in Special Education, teachers' inability to handle learners, insufficient use of appropriate teaching methods, strategies, and techniques for learners with ADHD, and their inability to control learners with ADHD. To address the challenges faced by teachers while teaching learners with ADHD, teachers employed strategies such as catch-up strategies, social and emotional support strategies, professional development strategies, and punishment strategies. The study recommends, upgrading teachers understanding and strategies to use in teaching learners with ADHD through teacher training; and capacity building in the form of CPD in schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0601/a.php" alt="Hit counter" /></p>

An Assessment of the Influence of Special Needs Education Resources on Management of Inclusive Education in Public Primary Schools in Nakuru East Sub-County, Kenya

Inclusive education has become a worldwide practice because it boosts child rights, especially the right to basic education. Management of inclusive education in primary schools is critical if the education sector is to realize set objectives. The purpose of the study was to examine the influence of special needs education (SNE) resources on the management of inclusive education in public primary schools in Nakuru East Sub-County, Kenya. The specific objectives included establishing the influence of available teaching and learning resources for SNE and SNE teachers' competence in the management of inclusive education in public primary schools in Nakuru East Sub-County. The study was supported by two theories, namely Classical Liberal Theory of Equal Opportunity and Social Darwinism and Systems Theory. The research used a mixed-methods approach. This study used a descriptive, explanatory research design. The target population was 520 respondents, including 437 pupils with disabilities, one quality assurance officer, 4 guidance and counselling teachers, and 4 head teachers. A sample of 170 respondents was selected. Questionnaires for Headteachers, Guidance and counselling Teachers, and Pupils with disabilities and interview schedules for Quality assurance officers were adopted to collect primary data. After cleaning this data by looking for errors in the entries, different descriptive statistics like the variation of coefficient, frequencies, standard deviation, mean score and percentages were assessed for all the quantitative information and variables presented using tables. Inferential statistics such as regression analysis were computed using Statistical Package for Social Sciences version 27. On the other hand, qualitative information was analyzed through the use of content analysis. Regarding the availability of teaching and learning resources for SNE, the study found that the schools had adequately adapted textbooks and hearing aids for SNE. Further, regarding the SNE teachers' competence, the study established that it was uncertain whether many of the teachers at their schools had received special education training. The study concluded that SNE teachers' competence (β=0.737, p-value=0.006<0.05) had the greatest influence on the management of inclusive education in public primary schools in Nakuru East Sub-County, while available teaching and learning resources for SNE (β=0.541, p-value=0.003<0.05) had the least influence on the management of inclusive education in public primary schools in Nakuru East Sub-County. The study recommended that head teachers and teachers should be taken for some SNE management training by the government through seminars organized by the Ministry of Education in order to be able to cater to the learners with special needs in regular schools. The findings might be used by the Ministry of Education and education stakeholders to enhance the quality of inclusive education in public primary schools in Nakuru East Sub-County, Kenya.

ГОТОВНОСТЬ СПЕЦИАЛЬНЫХ ПЕДАГОГОВ КАК ОСНОВНОЙ ФАКТОР УСПЕШНОСТИ ИНКЛЮЗИВНОГО ПРОЦЕССА В ОБРАЗОВАНИИ

The article discusses the issues of modernizing the training special education teachers to work within inclusive education environment. The widespread of inclusive education has necessitated the reorientation of traditional defect-oriented training for upcoming professional activities in general education kindergartens and schools as the main specialist organizing psychological and pedagogical support for children with disabilities and responsible for their integration into the environment of typically developing peers. The authors analyze foreign and domestic scientific approaches determining the professional competence of a special education teacher to work within inclusive education environment. The authors prove the need to improve the competencies of special education teachers in inclusive educational process. The development of inclusive professional and personal competencies among teachers largely depends on the success of including children with special educational needs in the general educational process. Based on the conducted empirical research, some pedagogical recommendations have been developed and proposed to modernize the training of special education teachers to work within inclusive education environment. The above-mentioned transformations naturally led to a change in the requirements for teachers responsible for organizing, coordinating and for the success of inclusive education.

Exploring Attitudinal Dimensions of Inclusive Education: Predictive Factors among Romanian Teachers

Inclusive attitudes are considered an important predictor of the quality of educational inclusion. Child-related, teacher-related, and environment-related factors were measured over time in connection with teachers’ positive inclusive attitudes. This study aimed to contribute with insights from Romania to the comprehensive understanding of the attitudinal dimensions of inclusive education and the factors that predict it. A quantitative, non-experimental, correlational research design was undertaken in September–October 2022 to determine the factors that can significantly predict the dimensions of inclusive attitudes. A convenience sample of 1040 Romanian teachers participated in the study. The MATIES scale was used to measure the dimensions of inclusive attitudes: cognitive, affective, and behavioral. The results showed that there are a number of universally known factors that have been found to predict inclusive attitudes, like the school environment, close relationships with people with disabilities, and training in special education. Their predictive power is relatively low, ranging between 2% and 9%, suggesting the presence of unexplored influential variables and emphasizing the need for future studies to consider additional factors. The specific and significant factor for Romanian culture was found to be the need for training in special education. The data can be informative for curriculum designers, training providers, and policymakers, signaling the need for comprehensive training in special education in the initial and continuous training of all teachers.

Self – Advocacy Significance in Work Placement Adjustment of PwID

Self – Advocacy of differently abled adults living in Urban cities, Suburban and Rural areas were examined with respect to self - advocacy of their technical training, life skill development programs and social support systems. In the present situation based on applicability of scientific knowledge helping the Intellectual disabled adult children from positive psychology frameworks and from the strengths-based approach through which they can learn natural language and understanding language is currently focused by special education and vocational training centres for differently abled adult students. Under this framework, Self-determined, Self – advocacy action is including and able to implement practically by two following essential criteria’s: 1. Vocational training action, 2. Self - governing action. Vocational action refers to the extent to which a person makes intentional, conscious choices based on differently abled adult choice and interests. Self - governing action involves self-directing and managing actions in service of a chosen work area and implies identifying different ways and methods to solve their disable problem. This study paper focusing on the dedicated services of Vocational training centres rendering multiple roles in promoting technical skills and life skills based on identifying different abilities and preparing the differently abled adults to enter into suitable work places for self-earning with intellectual disabilities. The study was conducted with the purpose to identifying the role of Vocational instructors in development of assessment tool, need assessment of functional skills, programming, implementation, and evaluation of training program by involving even parents in all stages. Differently abled adults in DAIL section identified male and female students and their parents who showed their commitment to participate in the program were involved in the Work Placement Adjustment of PwID program. Need assessment of functional skills of each adult was done through technical and functional skills training programs were developed by implementing and evaluated with the support of parents. Data showed that Instructors played multiple roles were observed in the whole study; their teaching style, use of different behaviour modification technique and other were come forth and performance of differently abled adults was increased.

The role of primary-school support staff in Italy: a case for re-thinking their professional characteristics

ABSTRACT Internationally, support staff with limited teacher training (Teaching Assistants [TA]) are hired to support the mainstream education of children with Special Educational Needs and/or Disabilities (SEND). Meanwhile, teachers instruct the whole class. Although TAs might help children with significant difficulties participating in the classwork (complex SEND), children with milder needs could overly rely on TAs’ support to complete classroom tasks, ultimately compromising their thinking and learning. This study was conducted in an insufficiently examined and unique context (Italy), providing support staff (Support Teachers [ST]) with special- and mainstream-pedagogy training and overlapping whole-class responsibilities with classroom teachers. Drawing from classroom observations of an ST and interviews with 31 other STs in Italian primary schools, the findings illustrate that the STs primarily instructed children with SEND despite their level of need. Rarely did they collaborate with teachers in whole-class instruction. The interviewed STs widely associated their ‘specialist’ role with the broader perceptions that STs are better prepared for SEND support due to their special education training not available to teachers. STs’ professional characteristics therefore create imperfect conditions seen elsewhere for the education of children with (mild) SEND. The findings have significant implications for re-thinking ST professional characteristics.

Training Special Education Preservice Teachers: Exploring the Use of the i-PiCS Program

Training Special Education Preservice Teachers: Exploring the Use of the i-PiCS Program

Level of Teachers' Training in Inclusive Education and Their Sense of Efficacy

The study examined the training level of teachers in inclusive education and their sense of efficacy. The research involved 120 randomly selected teacher-respondents from public elementary schools in Talisay District, Division of Batangas, Philippines. The descriptive-quantitative approach was used, with a validated survey questionnaire for data gathering. The result showed that most respondents were females above the age of 41, with over 21 years of experience teaching at the elementary level, a master's degree, and special education training. The level of teacher training was low, but their sense of efficacy in student engagement, instructional strategies, and classroom management was very high. The respondents' sense of efficacy in instructional strategies differed significantly based on age and years of teaching at the elementary level. However, there was no significant difference in student engagement and classroom management in terms of gender, educational attainment, and training in special education. There was a significant relationship between the levels of efficacy in student engagement and training in inclusive education. The study recommends that school district leaders prioritize training programs focusing on inclusive educational practices, specifically concerning student engagement. Teachers can enhance their effectiveness in inclusive education by seeking professional development opportunities, collaborating with colleagues, reflecting on and adapting instructional approaches, embracing diversity, staying informed about research and best practices, and utilizing resources like special education professionals and instructional mentors. Future research should focus on the efficacy of teacher preparation programs and inclusive education-focused interventions.

Teacher’s Use of Arts on Children with Special Needs: Its Prevalence and Importance

This study aims to know the level of importance and level of prevalence among the SPED teachers who use arts on on children with Special Needs. All of the 21 SPED teachers from these schools served as respondents using a take-all sampling procedure. Statistically, there is a high level of importance and a high level of prevalence in terms of the use of arts among children with special needs. There is a significant relationship between these two variables. In conclusion, teachers were aware of the need for updated special education training that would equip them in teaching art and handling learners’ behavior who will likely not to participate in art activities. Teachers were favorable to teaching art but seeks to be trained and would have better collaboration with administrators, special education teachers, and parents. There is a need to know the students like and dislike, a predictor to the success of teaching art to children with special needs. As such, these inferences become bases for formulating and adapting the enhanced professional development plan in incorporating arts in teaching children with special needs.

ALTERNATIVE CERTIFICATION FOR SPECIAL EDUCATION TEACHERS IN KENTUCKY

The article is devoted to the issue of training special education teachers in Kentucky in a non-traditional way, with the help of alternative programs. The author provides a general description of such programs: analyzes their content, considers the forms and methods of training “alternative” teachers of special education. It was determined that the primary goal of creating alternative teacher certification programs was to fill the overall teacher shortage. However, in the process of implementation, the programs varied and were refined, which ultimately led to a change in their functionality. Alternative training programs began to be created as early as the 1980s and provided for the stimulation of an increase in the total number of teachers. It was found that each state has its own principles regarding alternative teacher certification. Most states have established unique alternative teaching certification programs. Many states have more than one program, allowing candidates to choose an option. It was found that in 2017‒2018 only 13.7% of all public school students in the United States were eligible for IDEA programm. Therefore, the Kentucky Department of Education (KDE) has made a significant effort to increase the number of qualified special education teachers in the state by developing eight alternative teacher certification pathways for those interested in entering the teaching profession. The majority of educational institution administrations have a positive attitude towards alternative programs. That’s why was made a conclusion regarding the importance of this type of pedagogical training to ensure the necessary number of pedagogical workers and maintain high standards of education in the USA.
 Keywords: alternative programs; alternative teacher certification; special teacher training programs; professional development; special education; teaching profession; pedagogical training; non-traditional training programs.