Teachers Of Exceptional Children Research Articles

Inclusive Education: A Question of Justice

This paper presents the findings of a qualitative study of the integration of an exceptional child with Down syndrome into a regular primary school. In investigating the demands made on the teachers in this situation, the researcher attempted to discover personal, professional development and support needs. The data revealed that there were greatly increased demands placed on the teachers of the exceptional child and their personal and professional needs were significant. The study concluded that it is only with adequate professional, financial and moral support of the entire school community that justice for teachers of exceptional children in integrated classrooms is both done and seen to be done.

Inclusive education: A question of justice

This paper presents the findings of a qualitative study of the integration of an exceptional child with Down syndrome into a regular primary school. In investigating the demands made on the teachers in this situation, the researcher attempted to discover personal, professional development and support needs. The data revealed that there were greatly increased demands placed on the teachers of the exceptional child and their personal and professional needs were significant. The study concluded that it is only with adequate professional, financial and moral support of the entire school community that justice for teachers of exceptional children in integrated classrooms is both done and seen to be done.

Occupational Stress Levels among Rural Teachers in the Areas of Mental Retardation, Learning Disabilities, and Emotional Conflict

The purpose of the study was to compare occupational stress levels of rural educators in the areas of mental retardation, learning disabilities, and emotional conflict. Occupational stress levels were measured by the Teacher Stress Inventory (Fimian, 1985), which was developed and validated for teachers of exceptional children. The sample consisted of 154 randomly selected and specifically selected rural special educators in the 21 rural counties with set defined parameters of a population of 50,000 or less. The Teacher Stress Inventory was designed to assess stress levels of special educators. Subscales of the Teacher Stress Inventory were personal/professional stressors, professional distress, discipline/motivation, emotional manifestations, biobehavloral manifestations, physiological/fatigue manifestations, and time management. The data were analyzed using the one-way analysis of variance and the multivariate analysis of variance procedures. No significant differences were evident between mean stress scores and mean subscale scores of the three Identified groups.

Learned helplessness: a piece of the burnout puzzle.

Learned helplessness is a phenomenon wherein people are repeatedly exposed to situations beyond their control. Such exposure results in passivity, decreased interest and a reduction in the initiation of responses. This presentation used learned helplessness as a model for better understanding burnout as experienced by teachers of exceptional children. Comparisons are made between the treatment for learned helplessness and possible parallel strategies for preventing burnout. These strategies include helping educators to (a) set realistic and attainable goals, (b) recognize the control which they do have and (c) develop a realistic understanding of the causes for their actual failures.

Burnout Among Special Education Teachers

Relationships between three personal characteristics of special education teachers-amount of teaching experience, amount of training, and age—and job-related burnout are examined in this article. Data drawn from a survey of 601 teachers of exceptional children indicate that more experienced, more highly trained, and older teachers tend to experience less emotional exhaustion, less depersonalization toward their students, and greater feelings of personal accomplishment in their jobs than their less experienced, less trained, younger colleagues.

Factors in Burnout among Teachers of Exceptional Children

Factors in Burnout among Teachers of Exceptional Children

The Preparation of Teachers of Exceptional Children in a Department of Psychology

The Preparation of Teachers of Exceptional Children in a Department of Psychology

Instructional Values of Microcomputers for Handicapped Children

The use of microcomputers in education is growing at a phenomenal rate. Major “micro” manufacturers have sold thousands of units to school systems. Because of the rapid growth of this medium, it is extremely important that educational technologists and teachers of exceptional children be keenly aware of the effective use of this new technology. In this article selection criteria as well as specific classroom applications with handicapped students are examined. Advantages and limitations of microcomputer use with various handicapping conditions are discussed. To give the reader further insight concerning the general topic of microcomputers, specific sources are listed in the resources section of this article.

Are Appropriate Educational Programs Operationally Achievable Under Mandated Promises of P.L. 94-142?

The author discusses financial and administrative obstacles to successful implementation of P.L. 94-142. He points out that P.L. 94-142 has established new and higher performance objectives for special education without providing sufficient monetary resources. Despite the limited resources, the special education cost spiral continues upward. A major administrative obstacle to the implementation of the Law is the failure of its drafters to recognize the importance of the local special education administrator in carrying through on the Law's provisions and intent. In marked contrast to other special education legislation, which is generally limited to broad policy statements, P.L. 94-142 hands down specific policies and operational procedures. However, the need to prepare the local administrative cadre on whom falls the burden of implementation has not been addressed. External mandates alone cannot ensure change in the quality of services delivered to exceptional children. Yet the leadership training needs of local administrators, especially directors of special education, have been ignored by the Law. Class placement is discussed. It is suggested that special education is referenced to a type of student; this is in contrast to regular education programs, which are defined by the subject-matter content. In this sense, special education is "population sensitive," not "content sensitive." P.L. 94-142 has shifted emphasis from population characteristics to settings, with a decided trend toward placement in the least restrictive environment. Either approach loses sight of the meaning of diagnosis, classification, and labeling. A range of placement alternatives is needed, not a narrow interpretation of federal mandate. Regarding the individualized education program (IEP), the author calls for some uniformity in practice, codification of objectives, and materials so as to capitalize on the information about learner characteristics and programs. The IEP, if codified and unified, could be the basis of a data-collection process providing invaluable information to state and local education agencies and to Congress. These issues are cited in support of the author's basic thesis that "appropriate special education curricula cannot be mandated." Best educational practices will not evolve from legal mandates or governmental directives; rather, our best hope lies in programs and curricula developed by day-to-day teachers of exceptional children exploring alternatives of appropriate education and service.

Attitudinal Stability of Teachers of Exceptional Children

AbstractThe attitudes of special education teachers were investigated using the Minnesota Teacher Attitude Inventory. Attitudes were compared over a 5-year period for stability. In addition, geographic differences in attitude between Iowa and New England special class teachers were investigated. The results indicated high stability over the 5-year period and no geographic differences in attitude were found.. The stability findings were consistent with those reported for regular class teachers and allow generalization to special class teachers. No inference was made to the quality of the attitudes, only that they were stable.

Descriptive Profile of Teachers and Non-Exceptional Children Indications for Recruitment

The purpose of the study was to develop and examine a descriptive profile of teachers of hearing handicapped children and teachers of hearing children. Teachers in California public schools were invited to participate by completing a questionnaire, the Teacher Preference Schedule and the Strong Vocational Interest Blank. The completed data were matched on the basis of sex, grade level, and population classification of the school community. Fifty-seven matched pairs of females were analyzed. Teachers of exceptional children (hearing handicapped): 1. Differ on certain aspects of professional qualification, 2. Differ in contact experience with the exceptional child they teach, 3. Are not more child-centered in their unconscious motivation for teaching, and 4. Have a higher degree of social service interest than teachers of non-exceptional children.

The Prestige of Special Education Teaching

A study of the prestige attributed to teachers of exceptional children was conducted. The subjects were 138 practicing teachers and college undergraduates completing a paired comparisons questionnaire. The results revealed that all teachers of exceptional children are judged to possess higher prestige than teachers of the nonexceptional. Teachers of the blind, deaf, gifted, emotionally disturbed, and severely mentally retarded are seen as possessing especially high standing.

The National Defense Education Act and exceptional children.

Two recent amendments to The National Defense Education Act of 1958 enlarged its scope to include the education of exceptional children. The new Title XI allows colleges and universities to plan institutes in critical subjects for teachers of exceptional children. The amended Title III provides for instructional materials to be used for all school children, including the exceptional. This paper briefly presents the Titles' provisions and indicates those who would be eligible.

A Study of Professional Preparation of Negro Teachers of Exceptional Children in North Carolina County and City Public Schools

A Study of Professional Preparation of Negro Teachers of Exceptional Children in North Carolina County and City Public Schools

Teaching Experience and Teachers' Attitudes

Previous articleNext article No AccessTeaching Experience and Teachers' AttitudesWilliam Rabinowitz, and Ira RosenbaumWilliam Rabinowitz Search for more articles by this author , and Ira Rosenbaum Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 60, Number 6Mar., 1960 Article DOIhttps://doi.org/10.1086/459822 Views: 9Total views on this site Citations: 17Citations are reported from Crossref Copyright 1960 The University of ChicagoPDF download Crossref reports the following articles citing this article:Zhixin Su Exploring the Moral Socialisation of Teacher Candidates, Oxford Review of Education 16, no.33 (Aug 2006): 367–391.https://doi.org/10.1080/0305498900160307Kenneth M. Zeichner, B. Robert Tabachnick Are the Effects of University Teacher Education 'Washed Out' by School Experience?, Journal of Teacher Education 32, no.33 (Jul 2016): 7–11.https://doi.org/10.1177/002248718103200302Charlotte Scherer Effects of Early Field Experience on Student Teachers’ Self-Concepts and Performance, The Journal of Experimental Education 47, no.33 (Jan 2015): 208–214.https://doi.org/10.1080/00220973.1979.11011683Gwendolyn Cartledge, JoAnne F. Milburn The Case for Teaching Social Skills in the Classroom: A Review, Review of Educational Research 48, no.11 (Jun 2016): 133–156.https://doi.org/10.3102/00346543048001133 Kim Onn Yap Teachers' Education and Teachers' Attitudes toward Children and Learning, The Elementary School Journal 78, no.11 (Oct 2015): 38–43.https://doi.org/10.1086/461081Stanley H. Zucker, Edward L. Meyen Attitudinal Stability of Teachers of Exceptional Children, The Journal of Experimental Education 43, no.33 (Apr 2014): 94–96.https://doi.org/10.1080/00220973.1975.10806342W. R. Lett The New England Diploma in Education Student: 1968–70, Australian Journal of Education 16, no.33 (Oct 1972): 246–253.https://doi.org/10.1177/000494417201600303Phyllis P. Shapiro, Bernard J. Shapiro Self and other directed evaluation of classroom internships, Supervisors Quarterly 6, no.33 (Mar 1971): 16–23.https://doi.org/10.1080/08878737109554484Albert H. Yee, Benjamin Fruchter Factor Content of the Minnesota Teacher Attitude Inventory, American Educational Research Journal 8, no.11 (Jun 2016): 119–133.https://doi.org/10.3102/00028312008001119Leo J. Schmidt, Calvin C. Nelson The Affective/Cognitive Attitude Dimension of Teachers of Educable Mentally Retarded Minors, Exceptional Children 35, no.99 (Feb 2018): 695–701.https://doi.org/10.1177/001440296903500903Louis Cohen COLLEGE AND THE TRAINING OF TEACHERS, Educational Research 11, no.11 (Jul 2006): 14–22.https://doi.org/10.1080/0013188680110103Herbert J. Walberg, Seymour Metzner, Robert M. Todd, Phyllis M. Henry Effects of Tutoring and Practice Teaching on Self-Concept and Attitudes in Education Students, Journal of Teacher Education 19, no.33 (Sep 1968): 283–291.https://doi.org/10.1177/002248716801900303Albert H. Yee IS THE MINNESOTA TEACHER ATTITUDE INVENTORY VALID AND HOMOGENEOUS?1, Journal of Educational Measurement 4, no.33 (Sep 1967): 151–161.https://doi.org/10.1111/j.1745-3984.1967.tb00584.x Herbert J. Walberg The Development of Teacher Personality Multivariate Theory and Analysis, The School Review 75, no.22 (Oct 2015): 187–196.https://doi.org/10.1086/442802Herbert J. Walberg PERSONALITY, ROLE CONFLICT, AND SELF-CONCEPTION IN STUDENT TEACHERS1, ETS Research Bulletin Series 1966, no.11 (Aug 2014): i–13.https://doi.org/10.1002/j.2333-8504.1966.tb00144.xGarford G. Gordon Chapter IV: Conditions of Employment and Service in Elementary and Secondary Schools, Review of Educational Research 33, no.44 (Jun 2016): 381–390.https://doi.org/10.3102/00346543033004381Hazel Davis, Martha L. Ware, Frieda S. Shapiro, Eleanor Donald, Gertrude N. Stieber Chapter VI: Economic, Legal, and Social Status of Teachers, Review of Educational Research 33, no.44 (Jun 2016): 398–414.https://doi.org/10.3102/00346543033004398

Teachers of Exceptional Children

DURING THE past five years there has been nationwide interest in the nature of the qualifications and preparation needed by those responsible for the education of handicapped and gifted children. This has been reflected in the research and studies relating to professional preparation during this period. New insights gained from these studies can have an unusually favorable effect at a time when intensified efforts are being put forth to recruit and prepare the thousands of additional special educators needed to adequately staff the nation's schools. Some of the studies have covered all areas of exceptionality; others have been directed more specifically toward one area or two related areas, including those of the blind and partially seeing, deaf and hard of hearing, speech disorders, mentally retarded, socially and emotionally maladjusted, and gifted. In general, four types of studies have been used: opinion surveys aimed at determining consensus of experts, experimental studies, nonquantitative analyses by individuals or groups, and status studies of such pertinent facts as state certification requirements and opportunities for professional preparation.

Chapter I: Teachers of Exceptional Children

Chapter I: Teachers of Exceptional Children

Book Review: Teachers of Children who are Blind—Cm Findings from the Study “Qualification and Preparation of Teachers of Exceptional Children.”

Book Review: Teachers of Children who are Blind—Cm Findings from the Study “Qualification and Preparation of Teachers of Exceptional Children.”

Need for Services to Exceptional Children

Both the speech of Samuel M. Brownell, Commissioner of Education, and the Creed for Exceptional Children which follows were presented at a conference on Qualification and Preparation of Teachers of Exceptional Children held in the last week of October 1954 in the Office of Education. Eighty leaders from 25 states who represented various fields of specialization attended the conference. Here in a meeting of particular significance, data collected through inquiry forms and committee work for this study in the past three years were presented for review, interpretation and suggestions. The conference afforded a further means of exploring the competencies required by teachers and other special education personnel. Conference materials concerned all areas of exceptionality—the physically handicapped, mentally limited, intellectually gifted, and those with serious emotional problems. Romaine P. Mackie, director of the study and chief, exceptional children and youth. Office of Education, announced that some study publications are now available and others will be released within the next few months. Titles now available are: State Certification Requirements for Teachers of Exceptional Children, and College and University Programs for the Preparation of Teachers of Exceptional Children, both available from the Superintendent of Documents.

Information and Responsibility a Philosophy for Teachers of Exceptional Children

Information and Responsibility a Philosophy for Teachers of Exceptional Children