Special School Teachers Research Articles

Neke metodičke mogućnosti afirmiranja sistema inovirane nastave

On the basic of connection between pedagogico-psychological and didactico-theoretical knowledge about individualizing leaching we created synthetic Iheorelical basis for organizing individualizing teaching, teaching on higher and more difficult levels and programmed teaching in special schools. This synthetic theoretical basis was methodically made concrete by the elaboration of teaching models, by using different tasks and excercises and then all of this was experimentally checked.This investigation was done with the aim to actively take part in the creative transformation of education and teaching and in order to make a contribution to the effective organization of school teaching process as well as to promote melhodics as a pedagogical science which does not have such an importance as it should have nowadays.The results show and confirm the hypothesis that the differentiation of teaching process gives higher pedagogical results than the traditional teaching. The inesligaliort open a series of other didacticomethodical problems which have to be studied since they are essential in the contemporary educational and teaching sphere.

Parents’ perceptions of parent–teacher relationship practices in Dutch primary schools – an exploratory pilot study

ABSTRACTThis paper shows how parents’ perceptions of parent–teacher relationship practices differ between different types of schools with respect to children’s special needs and the socio-economic status of these children. Using a questionnaire, we compare parents’ views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein’s Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to ‘two-way communication’, in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents.

Qualifications of Subject Teachers in Special Education Schools

Teacher qualifications are essential to be able to teach children with special needs efficiently. Therefore the aim of this study is to determine the qualifications of subject teachers in special education schools in Turkey. In the study 20 subject teachers within the field of music, art and sports who worked in special education schools in Turkey participated. Qualitative research methods were used and the research data was collected using a semi-structured interview technique in the form of a questionnaire, collecting information about the teachers’ knowledge on the field of special education, what problems they encounter and what needs they might have. The data was analyzed using content analysis. The results show that the subject teachers in this study do not possess adequate knowledge about the students’ different disabilities and their characteristics. Beside the lack of knowledge the teachers also express a lack of tools, materials, and workshop rooms for art and music, a school gym, extra time, training, support services, in service programs, and collaboration with colleagues. Furthermore the teachers express insufficient qualifications in making lesson plans, teaching, assessing, managing the classroom, changing student behavior, and parent training. The teachers in the study expressed that the lack of training support and services, the lack of peer support and negative attitudes from colleagues and school administrators to subject teachers reduced their motivation and prevented them from teaching efficiently. All in all the lack in requirements can be divided into three respective ranking areas 1) teacher knowledge, 2) classroom materials, tools and equipment and 3) training, management and peer support. Even though the subject teachers express a seeking for support, the inadequate fulfillment of the requirements within the areas as mentioned above affect the teaching negatively and prevent the subject teachers from teaching children with special needs efficiently.

Dyslexic learners' experiences with their peers and teachers in special and mainstream primary schools in North-West Province.

BackgroundInclusive education requires that the framework within which education is delivered should be broad enough to accommodate equally the needs and circumstances of every learner in the society. This includes learners with disabilities like dyslexia who have been excluded from the formal education system. This article reports the findings of a qualitative study that explored and described the dyslexic learners’ experiences with their peers and teachers in special and public schools in North-West Province of South Africa.MethodsThe study adopted a qualitative methodology and used a phenomenology research design. The sample was purposively selected and comprised nine dyslexic learners. All the learners were in public schools previously and were later moved to a special school after being diagnosed as dyslexic. The participants were aged 9–12 years. The researchers conducted one-on-one interviews with the participants and content-analysed the data.FindingsThe findings revealed that in public schools the dyslexic learners were exposed to ill-treatment by other learners who despised, ridiculed, bullied and undermined them. The findings further revealed that teachers in public schools were not patient with dyslexic learners, did not give them extra attention and that some teachers used negative comments that embarrassed them.ConclusionThe article spells out the barriers experienced by dyslexic learners in public schools and also recommends training of teachers so that they know how to deal with dyslexic learners, thereby eliminating the barriers. The study further recommended awareness campaigns among the student body about dyslexia.

A Comparative Study to Determine the Occupational Stress Level and Professional Burnout in Special School Teachers Working in Private and Government Schools

BACKGROUND & OBJECTIVE: Healthy work environment is required to provide high quality teaching. Few studies regarding occupational stress and burnout in Indian schools have been conducted. The study aims to determine and compare the occupational stress level and professional burnout in teachers working in private and government schools. 120 private school teachers and 120 government school teachers recruited for this study.METHODS: Chi square test, Student independent t test and ANOVA used for data analysis have been used.RESULTS: Stress level and burnout level are varies significantly between male and female Indian school. (Chi square value 26.27 and p Value 0.001 in male and chi square value 38.06 and p value 0.001 in female). Government schools (Least Likely 5±0.0, More Likely 10.82±1.99, Most Prone Stress 16.15 ±1.84 have significant difference among them) have higher stress level than Private schools (Least Likely 4.00±1.41, More Likely 9.86±2.29, Most Prone Stress 15.66±1.34 have significant difference among them). Governmental schools having more stress (14.33±3.24) compare to Private schools (13.34±3.51), (t=2.26, p =0.023). Similarly the burnout also having the more in government schools (59.43±11.78) compare to private schools (48.61±11.94), (t=7.07, p=0.001).CONCLUSIONS: The government teachers have more occupational stress compared to the private school teachers in India. Leaders and decision makers required to make early identification and counseling about different factors that influence stress level in private and Government school teachers.

Positive behavior therapy upon stress among special school teachers.

Stress as the event that triggers the adaptive physiological and psychological responses in an individual. Positive Behavior Therapy facilitates sound mental health leading to better adjustment. A pre experimental study was conducted to assess the effectiveness of the Positive Behavior Therapy upon stress and Coping among special school teachers at selected special school, Chennai. Twenty special school teachers were selected using purposive sampling technique. Data was collected using Demographic Variable Proforma and Stress and Coping questionnaire among selected special school teachers through self administrative method. Rating scale was used to assess the level of satisfaction of special teachers regarding Positive Behavior Therapy. Positive Behavior Therapy was conducted for special teachers. Study findings revealed that obtained post test mean value 35±10.8 was lower than pre test. Mean value 44.5±9.5 which was significant (P<0.001). Positive Behavior Therapy was effective in reducing stress among Special School Teachers.

Relationship among Burnout, Collective Teacher Efficacy, and Job Satisfaction of Teachers in Special Schools

Relationship among Burnout, Collective Teacher Efficacy, and Job Satisfaction of Teachers in Special Schools

A Case Study on Mentoring Experiences of Intellectual Disability Special School Teachers

A Case Study on Mentoring Experiences of Intellectual Disability Special School Teachers

Challenges of Special Education Teachers of Special Schools in Macau: Discussion from the Angle of Inclusive Education and Social Change

Challenges of Special Education Teachers of Special Schools in Macau: Discussion from the Angle of Inclusive Education and Social Change

증거기반실제에 대한 특수학교 교사들의 인식

증거기반실제에 대한 특수학교 교사들의 인식

MENTAL HEALTH IN RELATION TO SEXOF SPECIAL EDUCATION SCHOOL TEACHERS

This investigation was aimed to study the mental health levels among special education school teachers and its relation to their sex.Here, a sample of 120 special education school teachers (60 males and 60 females) was selected from 15 special schools of Delhi, Haryana and Rajasthan states through simple random, purposive, convenience and cluster sampling methods. The survey questionnaire ‘Mental Health Inventory’by Dr. A.K. Shrivastava and Dr. Jagdish (1981) was used for measuring levels of mental health among special education school teachers. Percentage analysis, t-test were employed for data analysis. Mental health levels of most of special school teachers (i.e. 82.50%) were found either average or near average. A little percentage was found to at either very good (7.50%) or very poor (10.00%) levels of mental health. Besides, a significance of difference between mean MHI scores of male and female special education school teachers (t= 3.72, which is significant at 0.01 level of significance) was found. Higher mean MHI score (138.20) for female special education school teachers than their male counterparts (129.15) indicated that the female special education school teachers were enjoying better mental health than the male teachers.

A STUDY OF OCCUPATIONAL STRESS AMONG SPECIAL EDUCATION SCHOOL TEACHERS

The present investigation was aimed to study the level of occupational stress among special education school teachers in relation to their gender. Here, a sample of 120 special education school teachers (60 males and 60 females) was selected from 15 special schools of Delhi, Haryana and Rajasthan states through simple random, purposive, convenience and cluster sampling methods. The survey questionnaire Occupational Stress Index developed and standardised by Dr. A.K. Shrivastava and Dr. A. P. Singh (1981) was used for measuring levels of occupational stress among special education school teachers. Percentage analysis, t-test were employed for data analysis. A higher percentage of special education school teachers were found to be experiencing moderate to high level of occupational stress. The dimensions which causes occupational stress are role conflict and ambiguity, powerlessness, low autonomy, low participation in decision making, little colleague social support, high professional expectations, less security, facilities, nature of job, prestige, intellectual stimulation, advancement and emolument and contingent punishment by the administrator. Besides, perceived level of occupational was also found to be related to gender of special education school teachers. A significant difference in mean OSI scores of male and female special education school teachers (t=2.45 which is significant at 0.05 level of significance) was found. The higher value of mean OSI scores (i.e. 126.54) of male special education school teachers than the value of mean OSI scores (i.e. 116.72) of female special education school teachers indicated that the male special education school teachers perceives high level of occupational stress at their workplace in comparison with the female special education school teachers.Thus, authority of the institutions, state managing body and personnel engaged with the administration of the special education institutions are advised to give due consideration to the above factors while planning about educational management. If the national desire for higher quality of education is to be brought in reality, there must emerge, a national concern for and commitment to a higher quality of the educational environment of the special education school teachers.

특수학교 음악교사의 전문성 인식과 직무만족도의 관계

특수학교 음악교사의 전문성 인식과 직무만족도의 관계

PENYELENGGARAAN PAI PADA SLB DI JAWA TIMUR

AbstractThe purpose of this research is to acquire an objective and comprehensive information about the implementation of Islamic religion teaching and learning process for special school for special care children. Result of the research finds that special schools have done Islam religion teaching learning process so far besides, it has found that most of the teachers of Islamic religion at special school (SLB) are not teacher with the qualification of Islam religion background (PGA and Tarbiyah) teacher training. But with the background of special school teacher training background (SGPLB and LPTK PLB). The teaching learning process PAI at special school generally runs normativelly. The efforts to supervise and develop the competence and profession of Islam religion teacher at special school are still considered insufficient, got in its supervision and its control. Those who are supposed to be involved supervising the teacher od Islam religion at special schools are department of religion, department of National Education (provincial office) and controllers on the executors in the field, herve not played optimal role yet.

JOB DEMANDS DAN BURNOUT PADA GURU SEKOLAH LUAR BIASA (SLB) NEGERI

This study aims to determine the effect of job demands on burnout in public special school teachers. There are 126 subjects who were choosen by using the purposive sampling technique. This study uses quantitative method. The data collection technique in this study uses instruments which has been adapted based on from Maslach Burnout Inventory (MBI) and Job Demands-Resources Questionnaire. The hypothesis was tested using the linier regression analysis one predictor. The result shows the score of F count 27,704 &gt; F table 3,94 with significant value 0,000 (p &gt; 0,05). It means, there is significant effect of job demands on burnout in public special school teachers. The effect of job demands on burnout is 18,3 %.

Sex Education in Children and Adolescents With Disabilities in Yogyakarta, Indonesia From a Teachers' Gender Perspective.

Children and adolescents with disabilities (CAD) frequently engage in inappropriate sexual behaviors. In Indonesia, the need for sex education for CAD remains unclear. This study investigated teacher attitudes toward providing sex education in special schools to clarify the gender differences among teachers providing sex education. Questionnaires were sent to 180 teachers. The response rate was 72.2%. Eighty-three percent of responders were Muslim. Our findings revealed that teachers in special schools considered sex education to be important. However, the number of sex education contents was limited, and female teachers were more positive about teaching sex education than male teachers. Equally, female teachers taught a greater number of sex education contents than did male teachers. These findings were consistent with reports from developed countries although cultural and religious background differed from those of Indonesia. Sex education for CAD was accepted by teachers in Indonesia; however, materials and tools for education should be developed further.

The Correlation between Job Burnout and Mental Health of Teachers in Special Schools of Zanjan: Mediation of Job Involvement

The Correlation between Job Burnout and Mental Health of Teachers in Special Schools of Zanjan: Mediation of Job Involvement

Interdisciplinary collaboration as a prerequisite for inclusive education

This article reports on findings from a research project on interdisciplinary collaboration between mainstream school teachers and special school teachers. The aim of the research project has been to examine the knowledge of special school teachers and how this knowledge can contribute to the development of an inclusive learning environment in mainstream schools. Not as a simple task of transferring knowledge, but as a process of transforming knowledge through interdisciplinary collaboration and co-teaching. The design of the study is inspired by the notion of participation within action research as a research approach. Thus the thick data generated from reflective activities in the study design are analysed within a narrative and practice directed strategy of analysis.

Correlation Between Emotional Intelligence and Work Engagement of Special Need School Teachers

Background: Optimal job performance of special school teachers is marked by high work engagement because engaged teachers showed perseverance, enthusiasm, and absorption at work. Work engagement is influenced by several factors, one of them is personal resources. Personal resource that considered important in people’s success is emotional intelligence. The purpose of this study was to examine the relationship between emotional intelligence and work engagement of teachers at a Sekolah Luar Biasa Negeri, a public special school in Semarang. Method: Data from 60 teachers were collected using Work Engagement Scale (33 item; α = .93) and Emotional Intelligence Scale (32 item; α = .93) Results: Simple linear regression analysis showed that there was a positive correlation between emotional intelligence and work engagement, r = .87; (p < .001) Conclusion: Result indicated that higher emotional intelligence is likely to lead to higher work engagement. Emotional intelligence contributed to 74.8% of the variance in work engagement. Teachers are expected to manage emotion better in order to achieve high work engagement. Keywords: work engagement, emotional intelligence, teacher, special school

Attitudes toward Inclusive Education among School Teachers: A Comparative Study

Inclusive education in India has recently received a momentum .A willingness on the part of Teachers to support all children in the mainstream classroom; including with special needs is the hallmark of inclusive education. Thus teacher’s attitudes toward inclusive education play a pivotal role in its success. In this way, the present study is an attempt to assess and compare the attitudes of mainstream and special education school teachers towards inclusive education .A purposive sample of 300 regular school teachers consisting of 150 teachers from mainstream and 150 teachers from special schools of Delhi-NCR (Noida, Ghaziabad, Delhi, Faridabad) of both male and female aged 24-45 yrs was drawn for research purpose. Attitudes toward Inclusive Education Scale (ATIES) developed by Wilczenski, F.L (1992), containing 16 items was used to measure their attitudes toward inclusive education. Descriptive and inferential statistics (t-test) were used to assess and compare the attitudes of teachers of mainstream and those of special school. The results indicated that teachers of mainstream school have more favourable attitudes than those of special schools, which may be one of the major causes of slow success of this system in India.