Special Education Student Teachers Research Articles

A Comparison of Attitudes of Teachers towards Students who Stutter in Selected Primary Schools and Colleges in Zambia

Purpose: To establish whether there are differences in attitude of regular education teachers, special education teachers, regular student teachers, and special education student teachers toward stuttering and students who stutter (SWS) in some selected primary schools and colleges of education in the Copperbelt, Luapula, Lusaka, and Muchinga provinces of Zambia. It also sought to determine whether attitudes of teachers differed based on gender, geographic location or educational level. Method: The survey had a random sample of 324 participants who completed the Public Opinion Survey of Human Attributes – Stuttering (POSHA-S) questionnaire. Nonparametric analyses were employed to determine any significant differences among the four groups of teachers surveyed. Findings: Significant differences in attitude toward stuttering and SWS were noted between practicing teachers and student teachers (N = 133 < 191, Mdn = 95.0 < 96.0), U = 9663.500, p = .000., and between special education teachers and regular education teachers (N = 62 < 71, Mdn = 95.0 > 97.0), U = 1526.000, p =.002. However, no significant differences were observed in attitude of teachers based on gender and geographic location except for educational level. Conclusions: Special education teachers have a comparatively positive attitude towards stuttering and SWS than ordinary, mainstream teachers. This is possibly because of the nature of their training and experience of working with learners with special education needs. The implication of this finding is the need to examine training programs for teacher education in order to determine how much content on stuttering student teachers are exposed to. This could, in turn, positively impact the preparedness of teachers to address needs of SWS.

The Special Education Student Teacher’s Experience of Teaching Without Entering the Classroom: What Do Teaching Supervisors and Special Education Student Teachers Think?

Bu araştırmada Covid-19 pandemi sürecinde özel eğitim öğretmen adaylarının ve öğretmenlik uygulaması dersinden sorumlu uygulama öğretim elemanlarının uzaktan eğitim ile öğretmenlik uygulaması sürecine ilişkin uygulamalarını, görüşlerini, deneyimlerini ve önerilerini ortaya koymak amaçlanmıştır. Durum çalışması ile desenlenen bu araştırma kapsamında, özel eğitim öğretmen adayları ve öğretim elemanları ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. 12 farklı üniversitenin özel eğitim bölümlerinden 15 öğretim elemanı ve 14 öğretmen adayı ile görüşülerek görüşmeden elde edilen veriler Miles ve Huberman modeli temel alınarak betimsel analiz edilmiştir. Araştırma bulguları doğrultusunda pandemi sürecinde üniversitelerde öğretmenlik uygulamasına yönelik standart bir süreç olmadığı ve koşullara göre çeşitlenen uygulamaların yapıldığı; öğretmenlik uygulamasının uzaktan yürütülmesinin öğretmen adayları ve uygulama öğretim elemanları tarafından “mecburiyetten kaynaklı bir zorunluluk” olarak görüldüğü; uzaktan eğitim ile öğretmenlik uygulamasının sınırlı, yetersiz deneyim sağlayan bir süreç olduğu belirtilse de yüz yüze eğitimle birlikte süreçte uygulanmaya devam etmesi gereken bir boyut olduğu ortaya konulmuşturi

What About Me? The Importance of Teacher Social and Emotional Learning and Well-Being in the Classroom

Today’s teachers experience high levels of stress and fatigue that can negatively affect their well-being. Teacher burnout is not a new educational phenomenon, but it has been exacerbated by the COVID-19 pandemic. In this article, we discuss the prevalence of teacher stress and its impact on teacher well-being and student achievement. We call for more attention to the social and emotional learning of special education teachers of students with emotional and behavioral disorders. After addressing myths and misconceptions regarding current expectations for educators, we propose a new framework for establishing individual and systemic interventions to support teacher well-being.

Reflections on strategies for university supervision in special education

University supervisors for special education teachers are preparing teacher candidates to have many roles and responsibilities and to collaborate with many stakeholders, even as they begin their field experiences. In this self-study of teaching and teacher educator practice, we examined the narrative reflections of a university professor in her role as a university professor and supervisor for special education student teachers. Our narrative data revealed: individualized strategies for supporting the supervision of special education student teachers; how these tools emerged directly from background, experience, theory, and beliefs; the value of relationships in university supervision; and, reflection as a diagnostic tool for improving practice and identifying teacher educator knowledge.

Special Education Student Teachers’ Reflections on Skills and Observed Practices

Over the course of five consecutive fall and spring semesters, 119 undergraduate and graduate candidates in a special education initial teacher licensure program from a large Midwestern, public university participated in a study to examine their reflections of their student teaching experiences. Specifically, candidates reported their a) knowledge of and b) ability to effectively implement skills associated with their teacher education program and Council for Exceptional Children standards and c) the extent to which they observed the effective implementation of these skills during student teaching. Candidates reported highest scores in areas related to professionalism and collaboration and lower scores in designing functional behavioral assessments and interventions for students with low incidence disabilities. Conclusions for educators are included.

‘Yes it’s good, but … ’ – student teachers’ inclusion narratives

ABSTRACT Finland is committed to inclusive education as many other countries too. In this study, we examined Finnish student teachers’ attitudes towards inclusion using an electronic questionnaire. In total, 277 students participated. The open responses were studied as various teacher students’, class, subject or special education students’ narratives of inclusion. The results showed that student teachers’ attitudes, except special education student teachers, were quite negative. The most common narratives told about lack of resources, about pupils and/or teachers suffering in inclusive settings, about good parts of segregation and about a positive attitude, followed by a but, like: yes it’s good, but. Full inclusion was not supported, but other forms, like partial inclusion, were more seconded. We conclude that future teachers need more knowledge about and a better understanding of inclusion and diversity.

Understanding and improving teachers’ graph literacy for data-based decision-making via video intervention

In the educational context, graph literacy describes the competence to read, comprehend, and interpret formative assessment data in terms of data-based decision-making (DBDM) in order to derive and justify individual adaptations of instruction based on them. Since misconceptions may arise in predicting a future learning progress due to the characteristics of the data base as well as the approach to graph literacy, effective supports are needed, especially for inexperienced teachers. We present two interrelated studies to broaden the field of support in graph literacy. In Study I, graph literacy procedures are collected fromN= 196 university student teachers using an online survey that includes six case vignettes with learning progress prediction tasks. Results show that both regular and special education student teachers intuitively neglect important data points in interpretation and they do not use a consistent strategy in prediction across the case vignettes (Fleiss’ κ = 0.071;p< 0.001). Building on the results of Study I, a 3-min video intervention for linear trend identification using Tukey Tri-Split was developed. Study II tested the efficacy of the video intervention on the accuracy of future learning progress among student teachers and in-service teachers (N= 198) using randomized group assignment compared to a brief text hint. With a large effect size of Cohens’f= 0.39, the video instruction shows high efficacy compared to the text hint. The increasing importance of DBDM in inclusive and special education is discussed.

INFLUENCE OF CONTEXT RELATED FACTORS ON SAUDI SPECIAL EDUCATION TEACHERS’ UNDERSTANDING OF EVIDENCE, EVIDENCE-BASED, AND EVIDENCE BASED PRACTICES

The complexity of special education and the variability among students Autism Spectrum Disorder (ASD) require special education teachers to make a concerted effort to provide validated supports that contribute to their students’ learning outcomes. Among the most important considerations for teachers is the use of teaching practices supported as effective by evidence. There is a broad consensus that the use of Evidence Based Practices (EBPs) can lead to significant improvements for students with ASD and their families. The research to practice gap is widely recognised in special education in relation to the selection and implementation of EBPs, with several studies finding that teachers used unsupported teaching practices as frequently as those supported by empirical evidence. Thus, in order to utilise EBPs, teachers must first understand what EBPs mean and how a particular practice comes to be evidence-based. Aligning with this emphasis and the increasing introduction of EBPs in special education globally, this study explored special education teachers’ understanding of evidence, evidence-based, and EBPs in one centre of autism in the Kingdom of Saudi Arabia (KSA). In this study, a qualitative approach was used. Within this approach, a single case study design was adopted. The data were collected from six special education teachers of students with ASD using interviews. The findings revealed that teachers referred to their own individual experiences or the experiences of other teachers as evidence. In addition, they referred to their superiors’ advice as being evidence-based and the perceived EBPs as technical tools handed to them by the Centre. This indicated that teachers’ understanding of evidence-based, and EBPs was constructed based on the culture of the Centre. The findings of this study suggest several courses of action for future research, and policymakers and teacher education. Keywords: autism, Evidence Based Practices (EBPs), special education teachers, Kingdom of Saudi Arabia

Saudi Arabia Special Education Teachers' Perspectives toward Obstacles to Educational Rehabilitation for Students with Intellectual Disability

This study examined Saudi Arabia teachers' perceptions of obstacles to educational rehabilitation for students with intellectual disability (ID). An online survey was completed by 84 special education teachers of students with ID. Results show statistically significant differences in these teachers’ perspectives on the obstacles based on the grade levels they taught; there were no differences based on the other demographic variables studied (i.e., gender, level of education, and teaching experience). Moreover, the results show no statistically significant differences in teachers' perspectives on obstacles to educational rehabilitation related to demographic characteristics of gender, level of education, teaching experience, and grade level, compared to their views on other obstacles such as those related to (a) the tools used in educational rehabilitation, (b) school administration and equipment, and (c) students with ID. Also, there were no statistically significant effects of multiple demographic factors on teachers’ perspectives on overall obstacles.
 
 Received: 10 May 2022 / Accepted: 27 June 2022 / Published: 5 July 2022

Saudi Arabia Special Education Teachers’ Attitudes Toward Assistive Technology Use For Students With Intellectual Disability

This study was conducted in the central region of the Kingdom of Saudi Arabia (KSA) to investigate levels of teachers’ assistive technology (AT) knowledge and skills use in classrooms for students with intellectual disability (ID). A total of 98 special education teachers of students with ID completed an online survey. Results indicate that the teachers’ levels of knowledge and skills related to AT use in classrooms for students with ID were reaching proficiency. Teachers’ levels of AT knowledge and skills statistically significantly differed based on gender, training, level of education, teaching experience, and school location but not on grade level. However, there were statistically significant differences in teachers’ professional development based on gender and teaching experience but not based on training, level of education, grade level, and school location. Furthermore, results indicate that teachers’ perceptions of AT significantly predicted teachers’ knowledge and skills related to AT use in educational environments.

Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education

Relationships with children with special educational needs can be emotionally challenging for teachers and conflicts may negatively impact both children and teachers. Beginning teachers in particular may struggle with negative teacher-child relationships and the emotions these invoke. A first step in coping with relationship difficulties with specific children is increasing the teacher’s awareness and understanding of relational themes and emotions in the relationship with that specific child. Therefore, this multiple case intervention study examined the effects of LLInC (Leerkracht Leerling Interactie Coaching in Dutch, or: Teacher Student Interaction Coaching) in a sample of six student teachers in their final internship. LLInC is a relationship-focused coaching program using narrative interview techniques to facilitate in-depth reflection on teacher-child relationships. The intervention aims to foster teachers’ awareness of (negative) internalized emotions and beliefs in order to improve closeness and positive affect, and to reduce conflict and negative affect in teacher-child relationships. Participants repeatedly reported on their perceptions of the teacher-child relationship and on emotions in relation to a specific child before and after the LLInC intervention, which consisted of two one-on-one sessions with a coach. Visual between- and within-phases analyses revealed differential intervention effects across teachers on the development of teacher-child relationship quality and relationship emotions. For all teachers, except for one, positive effects were found on feelings of joy and perceptions of closeness. Preventive effects (i.e., stopping downward trends) were more often observed for competence-based and relationship-based emotions and perceptions (competence, commitment, closeness) than for basic emotions (joy, anger, worry). Although further research is needed, the results highlight the potential of LLInC in influencing pre-service teachers’ child-specific emotions and relationship perceptions. Directions for future research and implications for teacher education are discussed.

Attitudes Of Special Education Student Teachers At Hashemite University Towards Their Specialization:, A Mixed Methods Design Study

Attitudes Of Special Education Student Teachers At Hashemite University Towards Their Specialization:, A Mixed Methods Design Study

An exploratory study of teachers’ experience with interagency collaboration for the education of students with EBD

Interagency collaboration can easily be recognized as an intensive supportive practice that helps meet the complex needs of students with emotional and behavioral disorders (EBD). The purpose of this study was to explore how special education teachers of students with EBD experience interagency collaboration for the education of their students. Using a qualitative phenomenological approach, interview data were collected and analyzed. Teachers appeared to value what they perceived to be interagency collaboration to support the complex needs of their students, as it created a sense of awareness that was needed. However, teachers experienced unique challenges. Relationships between teachers and community agencies and/or families appear to be critical for overcoming these challenges. Implications of these findings for practice are addressed.

Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)

The current study aims at detecting the level of knowledge held by special education student teachers at Umm Al-Qura University with regard to Attention-Deficit/Hyperactivity Disorder (ADHD), and comparing their level of knowledge of (ADHD) according to variables: Gender (male or female), track or specialty (special education ,mental disability, learning disabilities, hearing disability, behavioral disorders and Behavioral Disorders and Autism), school year or university level (first year, second year, third year, and fourth year). The sample of the study consists of (682) students who were selected randomly from the Department of Special Education at Umm Al-Qura University in Makkah in the Kingdom of Saudi Arabia for the academic year (1437H-1438H), and SPSS was applied for data analysis. The results showed that Saudi Arabian Pre-Service Special Education Teachers’ overall knowledge is high (64.2%). The correct rate of knowledge of ADHD was (93.0 %) and (86.8) (‘high’), respectively. As for the sex differences were in favor of females, as for year and track or specialty variables, Pairwise Multiple Comparisons Post Hoc Test using LSD method. Implications of the study results are discussed, and recommendations are presented.

Enhancing Collaborative Practices with Preprofessional Occupational Therapists and Early Childhood Special Education Student Teachers: A Pilot Study

Enhancing Collaborative Practices with Preprofessional Occupational Therapists and Early Childhood Special Education Student Teachers: A Pilot Study

Evidence-Based Practices Provided in Teacher Education and In-Service Training Programs for Special Education Teachers of Students With Autism Spectrum Disorders

The purpose of this study was to investigate to what extent the identified 25 evidence-based practices were provided in teacher education and in-service training programs for special education teachers of students with autism spectrum disorder. A total of 63 participants completed the online questionnaire. The number and percentage of responses in the type of training on each evidence-based practice and all 25 evidence-based practices (total) were reported. Overall, about 60% of the participants reported that the identified evidence-based practices were either taught through direct instruction or discussed in their teacher education programs and in-service professional development. Twenty percent of the identified evidence-based practices that were addressed (i.e., “mentioned and discussed” or “mentioned and taught through direct instruction”) or not addressed (i.e., “never mentioned and never taught” or “mentioned incidentally”) for participating teachers were the same in these two training programs. In total, these two training programs addressed only 40% of the identified practices.

Substance abuse at Jordanian universities: Perspectives of pre-service special education teachers

ABSTRACTThe aim of this large-scale in-depth interview study was to investigate special education student-teachers’ perspectives on substance abuse and measures for combating it in Jordanian universities. Participants were 202 special education pre-service teachers who were purposively selected from three universities for open-ended interviews following a broadly structured guide. Content analysis was used to examine responses which were summarized into five major themes: (1) prevalence of substance abuse among students, (2) reasons for substance abuse, (3) the university experience as a risk for substance abuse, (4) adequacy of substance abuse services, and (5) possible solutions for addressing substance abuse. Informants perceived substance abuse among their student peers as pervasive, with the leading substances being tobacco and water-pipe smoking, followed by marijuana, synthetic marijuana (“joker”) and alcohol for men. For women, water-pipe smoking was perceived as the most common with tobacco notable. Students expressed that the university experience was a risk for substance abuse, that substance abuse education at their university was inadequate, and that a desire for more services to combat substance abuse existed. Recommendations are provided concerning the role of universities in substance abuse education and programs to combat substance abuse.

Becoming a special educator – Finnish and Swedish students’ views on their future professions

In this article, we discuss the views of 117 special education student teachers related to their oncoming profession in the framework of ecological theory. Together, 68 students from Sweden (26 special teachers and 41 SENCo students) and 49 from Finland responded to a questionnaire. We compared the respondents’ thoughts about their future work content, the focus areas of special education and inclusion. According to the expectations, the main task for these future special educators is to work with pupils and adults at school. The focus areas of their future work included co-operation and consultation, more so in Sweden. In addition, excellent interaction skills were central. The Swedish respondents supported full inclusion to a greater extent than the Finnish respondents. Finally, no critical aspects of resource allocation or conditions to ensure the child's right to adequate support within the existing school systems were emphasised by the respondents. The results and the differences among the various respondents are discussed.

The Readiness of Special Education Trainees to Teach in Inclusive Program

The training of Special education teachers have been given attention by the Ministry of Education, Malaysia. Since 1996 Special education was given the same priority as other areas in the development of education in Malaysia. In order to implement effective teaching and learning in inclusive program, teachers should be prepared and understand about the program. Therefore, this study is aimed to investigate the knowledge and attitude of special education student teachers to teach in inclusive education programs. This study used questionnaires as an instrument and a sample of 80 trainees from Universiti Pendidikan Sultan Idris. The design of this study was descriptive by using Likert Scale which is tabulated in percentage, frequency and mean score. Based on the data analysis, it is found that the percentage and the readiness of special education trainees are at a high level. However, innovation in teaching and practical training still need to be provided sufficiently in order to provide an opportunity for trainees to get hands on experience.

"Tikkun Atzmi" (Healing the Self) or "Tikkun Olam" (Healing the World) – Motivation for Teaching in Special Education

A large body of educational research has discussed the issue of motivation in choosing to become a teacher in mainstream education (Katzin & Shkedi, 2011; Perry & Friedman, 2011), whereas motivation for special education has only been researched in the last decade. Analysis of special education teachers' life-stories in my PhD research (Hillel-Lavian, 2003) found that individual or family differences constituted major motives for majoring in special education. A follow-up research I conducted (Hillel-Lavian, 2013) sought to re-examine this issue through a wide overview of special education student-teachers. The research sought to examine, through life-stories, what motivated teaching students to select special education. The research group included 20 special education students in their last year of studies. The narratives yielded a picture of teachers imbued with motivation, the majority holding a rather personal approach to special education, due to individual and family differences; some were with learning disability, some were new immigrants, some sisters to siblings with special needs. In this article, I will relate to the findings of my research (Hillel-Lavian, 2003, 2013) while using two organizing metaphors: "Tikkun Atzmi" (healing the self) and "Tikkun Olam" (healing the world). Some of the student teachers came to teaching out of a desire for a corrective experience for themselves after a sense of failure in the mainstream education system, and others came with the intent to change the system, to make it better and more empathetic.This article is not just about special education teachers; it involves thinking about teaching differently. Metaphors can be a way to unlock the ontology and epistemology of teachers' knowledge. Using the novel metaphors of "Tikkun Atzmi" (healing the self) and "Tikkun Olam" (healing the world), this article invites educators all over the world to participate in a discourse with many voices. And think differently.