Special Teachers Research Articles

Professional self-assessment of the future special teacher

The article deals with the problems of professional self-assessment of a future special teacher. Previously, various approaches were investigated in determining the necessary personal and professional qualities, the content of education and professional training of a teacher. For the personality of the future special teacher today it is necessary to develop such qualities as competence, decency, politeness, self-control of their personal and professional behavior. The analysis of scientific works and empirical experience has shown the importance of a holistic study of the professional qualities of a future special teacher. The purpose of the article is the scientific substantiation of the development of professional self–esteem of the future special teacher.  A structural and meaningful model of the development of professional self-esteem of students-future special teacher was developed. The model includes three components: cognitive, motivational, and self-management. The experiment was attended by 220 students KazNPU named after  Abai   university. To establish the level of self-government and self-esteem, diagnostics were used: I. Motkov's questionn aire, G.Kazantseva's questionnaire "Self-assessment of personality", as well as diagnostics of Bubnova's value orientations. The results of the study made it possible to establish an average level of self-management and self-development among students of the 2-3 courses, higher than average in the 4th year. The number of students with normal self-esteem by the 4th year increases from 46.7% to 64.3%. For the development of self-management and self-esteem of students, a new course "Self-assessment elective course" was tested. Keywords: self-assessment, self-improvement, professional, Correctional pedagogy, special education.

Learner support for reading problems in Grade 3 in full-service schools in the Gauteng province

In South Africa, the issue of learning to read is an area of concern. While studies have focused on reading problems in the Foundation Phase, little is known about this issue in full-service schools. In light of this, the aim of this study was to explore how Grade 3 teachers supported learners who experienced reading problems in full-service schools. Vygotsky’s sociocultural theory was used to understand the meaning-making of Grade 3 teachers in the context of reading. This qualitative study with a case study design was conducted in 3 full-service schools in the Tshwane North district in the Gauteng province. Participants included 6 learner-support teachers and 11 Grade 3 class teachers. Data were produced using semi-structured interviews. The findings show that the methods of reading and modes of working to support learners are complex, varied, and largely teacher-driven. This set of circumstances highlight the need for co-construction of reading with learners and the addressing of specific barriers to learning to read. This was somewhat evident among the specialist teachers but not sufficiently robust. This study raises questions for professional development for reading problems in the Foundation Phase.

카페 운영 프로젝트를 주제로 한 특수학교 자유학년제 주제선택활동 운영에 관한 협력적 실행연구

Purpose: he purpose of this study was to implement a cafe management project that utilized the theme of topic selection activities as economic education in a special school and to explore the practical knowledge gained by special teachers during this process. Method: A collaborative action study was conducted with a professional learning community consisting of subject only teachers and a homeroom teacher teaching for six students in the first grade middle school classroom. The collected data were analyzed comprehensive analysis procedure based on practical compromise, 46 semantic units, 13 subcategories, and four categories were derived after the analysis. Results: According to the results first, curriculum for the cafe management project was necessary to reorganize the curriculum between subjects based on the curriculum in special schools, Second, when operating the project as economic education, it is necessary to balance the contents, such as production, consumption, and distribution, Third, it was necessary to activate cooperative action research through a professional learning community in order to operate programs that guaranteed autonomy, such as topic selection activities however, the cases and information wore lacking. Conclusion: This study provided valuable preliminary result about specific field cases for the free school year system topic selection activities and examined practical Challenges.

Partnerships at the Interface of Education and Mental Health Services: The Utilisation and Acceptability of the Provision of Specialist Liaison and Teacher Skills Training.

Partnerships between school staff and mental health professionals have the potential to improve access to mental health support for students, but uncertainty remains regarding whether and how they work in practice. We report on two pilot projects aimed at understanding the implementation drivers of tailored strategies for supporting and engaging front-line school staff in student mental health. The first project provided regular, accessible mental health professionals with whom school staff could meet and discuss individual or systemic mental health concerns (a school 'InReach' service), and the other offered a short skills training programme on commonly used psychotherapeutic techniques (the School Mental Health Toolbox; SMHT). The findings from the activity of 15 InReach workers over 3 years and 105 individuals who attended the SMHT training demonstrate that school staff made good use of these services. The InReach workers reported more than 1200 activities in schools (notably in providing specialist advice and support, especially for anxiety and emotional difficulties), whilst most SMHT training attendees reported the utilisation of the tools (in particular, supporting better sleep and relaxation techniques). The measures of acceptability and the possible impacts of the two services were also positive. These pilot studies suggest that investment into partnerships at the interface of education and mental health services can improve the availability of mental health support to students.

DIAGNOSTICS AND IDENTIFICATION OF INDIVIDUAL TYPES OF DISTORTION OF MATHEMATICAL CAPACITIES

The aim of the paper is to briefly describe the problem of mathematical skills diagnostics, which is performed by a special teacher. We will characterize dyscalculia - a developmental disorder of mathematical abilities, its types and symptoms. We will describe the professional and methodological problem with which a special teacher in a school facility meets and present a record sheet that is a creative solution to the problem. It contains tasks that capture all areas and factors of mathematical abilities, making it easier to identify a particular type of dyscalculia. In conclusion, we explain the meaning and usefulness of the record sheet, which facilitates the diagnosis of mathematical abilities, shortens the time of investigation, and specifically identifies individual disruptions, and is the starting point for designing a reeducational program for dyscalculus according to its weakened mathematical capabilities

독일 사례를 통해 알아본 우리나라 (최)중도장애학생을 위한 특수교육 지원 과제

Objectives This study tried to find out the implications of Korea through the components of the special education school support system for students with (most) severe disabilities in Germany, the arrangement and cooperation of manpower resources, and the perception and competence of special teachers who play key role.
 Methods The purpose of the study is to systematically examine various literature studies, including a field survey report for education of students with (most) severe disabilites published in Baden-Württemberg, Germany since 2000, and compare and analyze them with the special education support system for students with (most) severe disabilities in Korea.
 Results The results of the study are as follows. First, the German special education support system for students with (most) severe disabilities is operated in close connection with three areas of class, care, and treatment based on the direct participation of parents. Second, although the necessity of team cooperation is recognized and practiced in the process of educational support for students with (most) severe disabilities, limitations appear. Third, special teachers apply various educational intervention concepts and models in the course of teaching and educational support for students with (most) severe disabilities. Fourth, in the process of supporting the education and life of students with (most) severe disabilities, special teachers have positive thoughts and difficulties at the same time. Fifth, in the German special education support system, improvement of school space, recruitment of manpower, purchase of new educational media and auxiliary engineering equipment, expansion of various treatment support programs, improvement of awareness of related professionals, qualifications, and capacity were mentioned.
 Conclusions Through these research results, it was suggested that the localization and development of an approach to practical education support for students with (most) severe disabilities and research on practical cooperation procedures and methods to promote team cooperation, including special teachers.

Sleep quality among teachers of an educational institution during the COVID-19 health emergency, Peru, 2021

Objective: The COVID-19 pandemic affected the quality of life of the population worldwide. The countries took several protective measures to avoid contagion, including social isolation, teleworking and distance education. As schools closed, teachers took over primarily online teaching. The study main objective was to determine the sleep quality among teachers of a public educational institution in the district of Máncora, Peru, during the COVID-19 pandemic social isolation. Materials and methods: An observational, cross sectional and prospective study. The Pittsburgh Sleep Quality Index was used to assess 59 preschool, primary and secondary school teachers who taught through distance education from March to December 2021.Results: The average age was 44.3 ± 8.89 years. Women accounted for 64.4 %, specialist teachers—i.e., those who have expertise in a particular field—55.9 %, secondary school teachers 55.9 %, primary school teachers 30.5 % and preschool teachers 13.6 %. The affected sleep quality parameters were the following: 69.5 % had poor sleep quality, 67.8 % inadequate sleep latency, 61 % sleep duration of less than five hours, 27.1 % habitual sleep efficiency of less than 65 % and49.2 % sleep disturbances. Moreover, 50.8 % reported using a sleeping medication more than once a week and 39 % severe daytime dysfunction. There was an association between sleep quality and the components subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency and daytime dysfunction. Nonetheless, there was no association with sex, educational level and teaching specialty. Conclusions: Teachers of an educational institution in Máncora had a high prevalence of poor sleep quality and the most affected components were sleep latency, daytime dysfunction and sleep disturbances.

발달장애 학생을 지도하는 특수교사의 세계시민교육 인식과 경험 탐색

The purpose of this study is to explore the perceptions and experiences of global citizenship education (GCE) through special education teachers who teach students with developmental disabilities to find ways to support them in the future. According to this research purpose, a focus group interview was conducted with 10 elementary and secondary special education teachers who had experience in teaching GCE to students with developmental disabilities. Interview data were analyzed using continuous post-transcription comparison method, and five major topics were derived: 1) How do special education teachers define GCE? 2) Why do they need GCE for students with developmental disabilities? 3) What makes GCE difficult for students with developmental disabilities? 4) What do special education teachers expect as a result of GCE? And 5) what efforts are needed for GCE for students with developmental disabilities? Participants in this study recognized that students with developmental disabilities also have legitimate rights as global citizens and need to play a role, and accordingly, GCE should be implemented for people with developmental disabilities as a basic right to education. However, he mentioned the need to study the contents and teaching methods of GCE suitable for students with developmental disabilities because the characteristics of people with developmental disabilities can act as a barrier to the implementation of GCE. In addition, special teachers who participated in the study expected that GCE would have a positive effect on the social development and expansion of the worldview of students with developmental disabilities. Based on the results of this study, suggestions were made to revitalize GCE for students with developmental disabilities in the future.

The Implementation Of Character Education On Civics Education Subject For Inclusive Students

This study aims to determine the problems of managing inclusive education in elementary schools in Kutai Kartanegara and formulate a model of inclusive school management. Currently, there are 2400 schools that are members of the Indonesian Integrated Islamic School Network. Almost all schools in Jakarta and West Java have been asked by the government to apply the concept of inclusive education, as well as several schools in other areas that have accepted children with special needs. Various problems arise, and it is felt necessary to find a solution to these problems. In particular, this research answers the questions, namely How to Implement Character Education in Civics Subjects for Inclusive Children. This study uses a qualitative research method with a case study approach. Data was collected through interviews, study of relevant documents and FGD with 6 school leaders from 3 schools providing inclusive education.
 The results of the study explain that each inclusive child has their own advantages or learning modalities, so that the learning and management services provided by the school adapt to the child's needs. Then for educators in inclusive schools there is also no need to be afraid because teaching students with special needs already has academic qualifications and competence standards. The inhibiting factors that occur in the implementation of character education in Civics subjects for inclusive students are internal factors (from students and school management), as well as external factors (derived from government policies and the implementation of inclusive education). the efforts made by schools in the implementation of character education in Civics subjects for inclusive students are: (1) schools still labeled with special needs children, services are provided by classroom teachers and special teachers work in teams; (2) schools without being labeled with ABK, services are provided by classroom/maple teachers equipped with PLB competencies and working in permanent teams; (3) learning in class is done individually, although there are some children who have the same learning needs; and (4) multimodality-based learning with a multilevel curriculum.

TEACHER'S OPINIONS ON EXPERT TEACHER EDUCATION

Career planning and implementation of the teaching profession is a long-debated issue. The Ministry of National Education published the Regulation on Candidate Teaching and Teaching Career Steps on 12 May 2022. Teaching career steps in the relevant regulation; candidate teacher, teacher, specialist teacher and head teacher. In addition to the basis of different years of service for each career step, professional studies to be completed, training videos to be watched and success conditions in the central exam are determined. In the published regulation, 180 hours of training videos are watched for Specialization Teaching, while this period is 240 hours for head teachers. The aim of this study is to determine the opinions of expert teacher candidates about 180 hours of Expert Teacher Training Videos. The case study design, which is one of the qualitative research designs, was used in the research. The sample of the study consists of expert teacher candidates working in public schools in Diyarbakır. In this study, in which criterion sampling, one of the purposeful sampling types, was used, semi-structured interview form was used as the data collection tool, while descriptive analysis was used in the analysis of the data. From the findings, it was seen that the teachers expressed negative opinions about the adequacy of expert teacher training and the professional and individual development of the trainings. While it was seen that the participants found the presentation materials presented in the trainings sufficient, it was seen that they had positive opinions about the academicians who made the presentations. While it was seen that there was a consensus on online education, it was seen that information technologies were dominant in the views on improving education. While it was seen that all participants had negative opinions about compulsory education, it was seen that there were different opinions about 180 hours of education.

Teachers’ Opinions on the Attending of the Hearing-Impaired Students in the Inclusion Environment and the Resource Room Services

Examine the perspectives of teachers on inclusive practices is important in terms of plannig and implementing the support services. The purpose of this research is to examine the opinions of classroom and branch teachers who have hearing loss students in their classrooms on mainstreaming practices and support services. Phenomenology model was used in the study. A focus group discussion was held. The participants of the research are 6 teachers working in a primary and secondary school. The themes of the research; (a)views on the physical environment and the number of students, (b)views on the components of the support education service, (c)views on the performances of students with hearing loss in the inclusive environment. Participants stated they that observed improvements in the social adaptation and academic skills of students with hearing loss in the inclusive environment. As a results, it can be said that planning support education systematically and in accordance with student needs, presenting it by field specialist teachers, informing classroom/branch teachers about students with hearing loss and establishing cooperation with support education teachers have an important place on the development of academic and social skills.

Physical education in primary school and impact on educational leadership

Purpose: In Italy, the 2022 Budget Law, established the compulsory curricular teaching of physical education (PE) by the specialist teacher, with a master’s degree in exercise and sport sciences, in classes IV and V of primary school to achieve the objectives of the National Recovery and Resilience Plan, inherent in the assumption of behaviors and lifestyles appropriate to the harmonious development of the children. Since the impact studies of many internal stakeholders in primary schools have already been done, it remained to extend the impact study among school headmasters. Therefore, the aim of the study was to investigate the perceptions of school headmasters on PE teaching and to verify the variables that could influence their opinions, to complete the study on the impact the reform has produced. Methods: The sample consisted of 32 primary school headmasters from Naples and province, who filled out a questionnaire to investigate their perceptions on PE teaching. Chi Square (X2) was performed to test the associations between variables. Results: 96.9% of headmasters favoured the introduction of the specialist teacher in PE and the compulsory teaching of PE, as it was considered essential. The perceptions of the need of a specific education to teach PE influenced both the importance of PE and the way it should be included in the school curriculum. Conclusions: Most of headmasters were aware that teaching PE required a specific education, possessed by the specialist teacher, wishing for its introduction in all primary school classes. Knowing the perceptions of school headmasters is crucial because, they can influence how PE is taught in the school, essential to ensure proper mental and physical development of the children and to counteract problems related to the need for movement. Keywords: perceptions; specialist teacher; generalist teacher; children wellbeing; headmasters.

Awareness of Universal Design for Learning (UDL) among Teachers in India

The present study investigates the awareness of Universal Design for Learning (UDL) among special and general teachers working in inclusive settings. UDL is a framework used to design a curriculum reachable to students with all abilities. UDL assists teachers to increase meaningful access to the curriculum and remove barriers for students with all abilities in learning. The roles and responsibilities of the teachers play an important role in implementing and transacting any curriculum to the learners. In the present study, the sample consisted of 429 teachers, teaching in primary, upper primary, secondary, and higher secondary stages of regular schools in Himachal Pradesh state of India. The sample for this study was selected through the purposive sampling technique and the descriptive survey research design was employed in the current study. Assessing awareness among teachers about UDL the questionnaire on UDL was used on the selected samples. The data was collected from samples through face-to-face interaction. Descriptive and inferential statistics were applied to compare the awareness level of UDL between special and general teachers. The result revealed that the teachers in Himachal Pradesh are not fully aware of the UDL. Special teachers have a higher awareness of UDL than general teachers. The result revealed that the teachers in Himachal Pradesh are not fully aware of the UDL. Special teachers have a higher awareness of UDL than general teachers and the successful implementation of UDL in inclusive setting require an entire school approach wherein every part of the system should be geared to address the needs of diverse students.

Здобуття трудових навичок осіб з порушеннями розвитку аутистичного спектру

The article reveals the specifics of social adaptation and acquisition of labor skills by individuals with Autism Spectrum Disorders (ASD). It is noted that the formation of social and labor skills in individuals with autism spectrum is primarily a socio-pedagogical and psychological problem that requires practical investigation and solution. It is noted that Autism Spectrum Disorders (ASD) are associated with impaired brain functioning, resulting in a lack or limitation in social communication and problems with expressing emotional states as well as at the level of thinking and reflection. The article outlines the peculiarities and forms of communication of individuals with autism spectrum disorder. It presents programs and methods aimed at improving and developing the social and communicative interaction of individuals with autism spectrum disorders. It is noted that the training of a specialist assistant of a teacher/master, with respect to the support of individuals with autism spectrum, should include several aspects: theoretical knowledge of autism; knowledge of diagnostic tools; psychological and pedagogical skills; ability to adapt the environment to the individual needs of a person with autism spectrum; adaptation of educational and developmental methods and programs to the individual characteristics of a person with autism spectrum. The article reveals the peculiarities of social communication, its importance for the development and acquisition of labor skills by individuals with autism spectrum disorders. It is noted that the work with the autistic spectrum individuals is a complex cooperation that involves various specialists (special psychologists, special teachers, social workers) whose work is aimed at achieving positive dynamics in the development of a person with autism spectrum, and their socialization and subsequent acquisition of work skills. Keywords: Programs and methods of work with people with Autism Spectrum Disorders, support, assistant master/teacher, communication, adaptation, social interaction, labor skills.

Opportunities & Barriers in Special Education for Children with Autism

The neurodevelopment of children is highly affected by Autism and it causes social impairment, communication difficulties and restrictive-repetitive challenging behaviors. In addition, this group of children often face several barriers in availing formal education. Therefore, the purpose of the study was to explore the opportunities-barriers and their consequences in the current status of special education in context of Bangladesh. A qualitative design was used for this study. Data was analyzed through content analysis. There were eight respondents purposively selected from special teachers, therapists and parents of children with autism from two special schools. The result showed that school teachers and therapists were cooperative and helpful. Trained teachers, different therapeutic service, health education, primary screening opportunities such as vision, hearing, social and emotional status, general intelligence are helping better academic performance hence considered as opportunities. The fundamental barriers included lack of transportation, expensive learning process and therapeutic charge, lack of knowledge of teachers, social stigma, poor government support and infrastructures of the schools.

Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks: Unpacking the evidence base for the Bandscales State Schools (Queensland)

Equity and fairness in schooling is embedded in and represented by assessment practices which are inclusive of diverse cohorts. For students who are speakers of English as an Additional Language or Dialect (EAL/D), fair and equitable EAL/D assessment frameworks must meet a number of key purposes: identification of the full cohort of EAL/D learners, classification of their English language level, acknowledgement and inclusion of students’ bilingual/multilingual capabilities, and enhancement of specialist and mainstream teachers’ pedagogical knowledge of and responses to students’ language needs and language learning contexts. They must also have the capacity to communicate to stakeholders for accountability purposes. Importantly, these assessment tools must be grounded in principles, theory, teacher experience and be evidence informed. This paper will present an overview of the Bandscales State Schools (Queensland (Qld)) for EAL/D learners, the genesis and parentage of the framework, its complementary teacher guidance material and its utilization in research. We will argue that the core goals of equity and fairness are supported by the underlying constructs and design of the Queensland Bandscales, and that it provides a model framework for ‘responsible’ EAL/D assessment that might underlie any possible future national reporting of EAL/D learner needs-based resourcing.

Physical education in primary school and impact on primary teacher education students from two different university sites

Purpose: The recent curricular reform of PE in primary schools has revealed several problematic issues, including the different training among the generalist teacher, a graduated in primary teacher education sciences, who taught in I, II and III classes, and the specialist in exercise and sport science, who taught in IV and V classes. A comprehensive study is required to investigate the impact of this legislative innovation on primary teacher education students, who are future generalist teachers, at two separate sites, in order to include the perspective of trainees as internal stakeholders. The aim was to investigate the perceptions of primary teacher education students on the compulsory teaching of PE, as well as the adequacy of their training to teach PE, and to verify which variables could influence their perceptions on PE teaching. Methods: The sample consisted of 281 primary teacher education students from two south Italy Universities, who completed an ad-hoc questionnaire, focused on their experiences as a trainee, the adequacy of their training to teach PE and the importance of the specialist teacher in PE. Data were analyzed using Chi Square (X2). P < .05 was considered statistically significant. Results: Students considered important the introduction of the specialist teacher in primary school to teach PE (76.4 %), because of the perceived inadequacy of own training (49.3%). Observing PE lessons increased perceptions of preparation to design lessons using heuristic and prescriptive methods (P =.03). Students who considered important the PE specialist in primary school, believed that it should be present in the curricular teaching of PE (P =.00). The perceived adequacy of own training to teach PE increased the perceived competence to assess children’s physical competences (P =.00) and the usefulness of this practice (P =.00). Prescriptive teaching was considered the most effective method (P =.00). Conclusions: Future generalist teachers showed interest for the discipline but demonstrated training gaps, such as children’s movement assessment and general training on PE, that need to be filled using a comprehensive and experiential approach. Academic institutions should use this information to improve student’s training for PE teaching, since the role of specialist teacher is currently provided only for V and IV classes. Keywords: sports reform; generalist teacher; health promotion; core curricula; university training.

Integrated Assessment of Teaching Efficacy: A Natural Language Processing Approach

The most significant component in the education domain is evaluation. Apart from student evaluation, teacher evaluation plays a vital role in the colleges or universities. The implementation of a scientific and appropriate assessment method for enhancing teaching standards in educational institutions is absolutely essential. Conventional teacher assessment techniques have always been bounded to bias and injustice for single dimensional assessment criteria, biased scoring, and ineffective integration. In this regard,it is crucial to develop a special-ized teacher evaluation assistant (TEA) system that integrates with some computational intelligence algorithms. This research concentrates on using Natural language processing(NLP) based techniques for empirically analysing teaching effectiveness. We develop a model in which a teacher is evaluated based on the content he delivers during a lecture. Two techniques are employed to evaluate teacher effectiveness using topic modelling and text clustering. By the application of topic modelling, an accuracy of 75% is achieved and text clustering achieved an accuracy of 80%. Thus, the method can effectively be deployed to assess and predict the effectiveness of a teacher's teaching.

중도중복장애 학생을 위한 특수교사 직무역량 척도 개발을 위한 기초 연구

This study was conducted to improve the quality of education in special education in accordance with the trend of using the basis for job competency as part of improving the expertise of teachers in the school. Due to the recent increase in the proportion of students with severe and multiple disabilities, special teachers have had difficulties in keeping up; this is because the definition of students with severe and multiple disabilities is ambiguous, and the necessary support for them has not been clearly identified. Institutional support for students with severe and multiple disabilities is improved, but schools still have not established specific guidelines for education and support, and opinions on medical support are still divided. Therefore, the purpose of this study is to develop a special teacher job competency scale necessary for the education of students with severe and multiple disabilities. To this, through the Delphi survey, the domains, factors, and items of the special teacher competency scale for students with severe and multiple disabilities were examined. As a result of the study, five domains, 31 factors, and 90 items were finally derived as a special teacher competency scale for students with severe and multiple disabilities. This study is meaningful in that it presented specific education and support guides for special teachers in the education of students with severe and multiple disabilities and became basic data for enhancing the professionalism and quality of education for special teachers.

특수체육 전공 교사의 행위 주체성(Teacher Agency) 탐색

Objectives This study explores how the teacher agency of adapted physical education teachers is expressed in their subject, and what contextual factors affect the teacher agency in various special education settings.
 Methods A qualitative case study method was used for six adapted physical education teachers working at special education sites in various regions. Educational data of research participants were collected through in-depth interviews. Data analysis was conducted inductively by harnessing Priestley et al.’s (2015) ecological perspective as a theoretical framework.
 Results Adapted physical education teachers proactively practiced physical education when they understood the context of the situation and formed their own firm belief, while endeavouring to teach their subject consistently in any environment. The manifestation of teacher agency was promoted when the belief and values of physical education formed from teachers’ previous life experience matched with any one of the cultural, structural, and social contexts. In addition, factors that facilitated the manifestation of teacher agency include the school culture that is permissive for major subjects, the support from fellow teachers and important people, and the proper physical environment for physical education classes. On the other hand, barriers to the manifestation of teacher agency were the discourse taking adapted physical education as an integrated subject and stressing individualised education for students subject to special education as opposed to school curriculum, on-site atmosphere that does not recognise adapted physical education, the absence of physical environment support, limited emphasis on their role as special teachers, and lack of reflection on their major subject. In addition, despite the agreement between the repetitive and evaluative dimensions, fear of the projective dimensions also acted as a barrier.
 Conclusions Based on the findings, this study suggested the possibility that adapted physical education teachers proactively manifest teacher agency, the need for incumbent teacher education for adapted physical education, and the atmosphere to recognise special education as a school curriculum and institutional measures to improve this.