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Journal articles on the topic 'Special educations teachers'

Author: Grafiati

Published: 27 July 2024

Last updated: 31 July 2025

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1

Augustinovič, Agata. "Educational Opportunities of Natural Science Motivation for Students with Special Educational Needs: the Viewpoint of Natural Science Teachers." Pedagogika 136, no. 4 (2019): 141–52. http://dx.doi.org/10.15823/p.2019.136.9.

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The article discusses how (in what ways) natural science educations teachers motivate students with special educational needs in order to encourage students’ motivation to learn. Researches reveal that students with learning needs have experienced a variety of learning difficulties, which often causes the loss of their learning motivation and even willingness to attend school. In nowadays school, which aim is to ensure proper education for each pupil, the teacher has to pay special attention to developing pupils’ learning motivation. The article presents a study aimed at finding out how to eff

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2

Azad, Kurdistan Muhammed, and Nabard Jabar Hassan. "Evaluating the performance of teachers of natural geography lessons in the high schools in the view of educational supervisors and school administrators." Journal of University of Raparin 10, no. 2 (2023): 27–58. http://dx.doi.org/10.26750/vol(10).no(2).paper2.

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The aim of this study is to evaluate the performance of teachers of natural geography lessons in high schools in central Sulaymaniyah from the perspective of supervisors and managers for the year (2020-2021) based on the descriptive and analytical methods. The research community consists of all directors and education supervisors in both eastern and western educations، the study's sample of which is (47) participants. In order to collect data, the content of the closed survey form was 23 items in two scientific topics and 30 items in education, which totaled 53 items. After extracting the reli

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Kwon, Kyung-sook, In-ae Hwang, and Seung-suk Lee. "A study on the Experience and Recognition of Early Childhood Teachers in the Graduate School of Education in Global Citizenship Education." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 8 (2024): 149–66. http://dx.doi.org/10.22251/jlcci.2024.24.8.149.

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Objectives This study is about how the recognition of early childhood teachers enrolled in the graduate schools of education has changed throughout global citizenship education(GCE) classes and to explore GCE experience in teacher community activities. Methods For this study, ‘A seminar to empowerment early childhood educations’ Global Citizenship Education’ had opened for 15 weeks in the first semester of 2022. This seminar was targeting 24 early childhood teachers who are studying S University graduate school of education, which is in the metropolitan area. All the data had been collected an

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Niyazova, Amina, Tatiana Zakhozhaya, Tatiana Korotkovskyh, and Anastasia Bobrova. "Training of Teaching Staff for Education System of Students with Disabilities: Problems and Prospects." ARPHA Proceedings 5 (February 10, 2022): 1287–302. https://doi.org/10.3897/ap.5.e1287.

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The purpose of the study is to identify the resources of Surgut State Pedagogical University (SurGPU) in teaching staff training for the education system of students with disabilities. The analysis of native and foreign experience allowed defining a number of problems and leading ideas in teaching staff training for the education system of students with disabilities and revealing the regional experience in speech pathologists training in SurGPU. The methodological framework of the research is in axiological, competency-based, system-activity and technological approaches. The above indicated ap

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Marzec, Danuta. "SUPPORT FOR THE PROCESS OF SOCIAL ADAPTATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 71. http://dx.doi.org/10.17770/sie2017vol3.2259.

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The most recent tendencies in teaching children with developmental deficits advocate using inclusive educations which allow for an optimization of the process of social adaptation. Rehabilitation programs to support these children are an integral part of individual educational programs which are developed for each student and based on the positive diagnosis that accentuates child's strengths. The process of social adaptation of a child with disability starts in families and is continued in nursery schools and schools. Lessons at schools and extra-curricular classes open up opportunities for st

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Jesse Kimani. "Integrating Learner Disabilities in Inclusive Schools in Njoro Sub-County." Kabarak Journal of Research & Innovation 4, no. 1 (2016): 30–38. http://dx.doi.org/10.58216/kjri.v4i1.27.

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The complexities and daily challenges experienced by learners with special needs in inclusive primary schools make them feel frustrated and unable to perform optimally in their studies. Sometimes they are unable to cope effectively with inclusive learning, and this makes them withdrawn. In order to avert such situations, counselling services are required in mainstream programmes to aid the learners develop academic, social and personal competencies that assist in their adjustment for life-long development. Â The purpose of this study was to explore ways of integrating disabilities into the sch

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Nougaret, André A., Thomas E. Scruggs, and Margo A. Mastropieri. "Does Teacher Education Produce Better Special Education Teachers?" Exceptional Children 71, no. 3 (2005): 217–29. http://dx.doi.org/10.1177/001440290507100301.

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Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency p

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8

이미아. "Special education teacher leadership perceived by pre-service special education teachers." Journal of Special Children Education 11, no. 4 (2009): 121–39. http://dx.doi.org/10.21075/kacsn.2009.11.4.121.

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Santos, Estêvão Barbosa dos, and Marion Machado Cunha. "Direitos Humanos, educação inclusiva e saberes docentes: desafios e perspectivas para a formação de professores do AEE." Teias do Conhecimento 1, no. 1 (2024): 229–42. http://dx.doi.org/10.5212/revteiasconhecimento.2024.23525.

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Este artigo analisa a articulação entre os princípios dos direitos humanos, a educação inclusiva e os saberes de experiência dos professores do Atendimento Educacional Especializado (AEE). A Educação Inclusiva é entendida como um processo que visa garantir o acesso, a permanência e o sucesso de todos os estudantes, respeitando e valorizando suas peculiaridades. Para tanto, realizou-se leituras que abordam essa temática, bem como documentos que orientam as políticas públicas de educação no Brasil e no mundo, trata-se de um levantamento bibliográfico qualitativo com abordagem descritiva, por mei

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10

김한샘 and 김라경. "An Analysis of Contracted Special Education Teacher’s Image Perceived by Special Education Teachers." Journal of Inclusive Education 11, no. 2 (2016): 79–104. http://dx.doi.org/10.26592/ksie.2016.11.2.79.

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11

Whitaker, Susan D. "Needs of Beginning Special Education Teachers: Implications for Teacher Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 26, no. 2 (2003): 106–17. http://dx.doi.org/10.1177/088840640302600204.

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12

Levent, Deniz. "Prospective special education teachers metaphorical perceptions on the concept of special education teacher." Educational Research and Reviews 11, no. 24 (2016): 2155–66. http://dx.doi.org/10.5897/err2016.3050.

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Yoon, Jin-Ju,, and Jong-Lyoul, Park. "Teacher Agency of Adapted Physical Education Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (2022): 847–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.847.

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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. Result

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Hwang, Soonyoung. "Recognition of Teacher Identity by Special Education Classroom Teachers." Journal of Special Education 35, no. 3 (2019): 27–44. http://dx.doi.org/10.31863/jse.2019.12.35.3.27.

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Kurtts, Stephanie A., Jewell E. Cooper, and Carolyn Boyles. "Preparing Nontraditional Adult Teacher Education Candidates to Become Special Education Teachers." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 30, no. 4 (2007): 233–36. http://dx.doi.org/10.1177/088840640703000403.

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Lee, Juengeun. "The Comparison of Teacher’s Competence on Multicultural Education between General Education Teachers and Special Education Teachers." Special Education Research 11, no. 1 (2012): 81. http://dx.doi.org/10.18541/ser.2012.02.11.1.81.

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Iano, Richard P. "Special Education Teachers." Journal of Learning Disabilities 23, no. 8 (1990): 462–65. http://dx.doi.org/10.1177/002221949002300802.

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18

Sgambelluri, Rosa. "Perception of Disability: Motricity-oriented education routes and inclusivity-based research perspectives." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (December 2021): 222–32. http://dx.doi.org/10.3280/erp2-special-2021oa12952.

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Many education scholars consider motricity aggregating and inclusive (Bertagna, 2005; Block & Vogler, 1994; Goodwin & Watkinson, 2000; Moliterni, 2013). It helps all students to develop specific motor and relational skills and non-special-needs students to manage special needs effectively (Slininger, Sherrill, & Jankowski, 2000). These positive aspects also have their impact on PE teachers according to their individual views of disability and special needs (Papadopoulou, Kokaridas, Papanikolaou, & Patsiasouras, 2004; Tripp & Rizzo, 2006). However, teacher attitude towards a

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19

BAĞCI, Hakkı, and Özlem ASLAN BAĞCI. "Special Education Candidate Teachers’ Metaphors about Social Media." International Journal of Psychology and Educational Studies 7, no. 2 (2020): 185–94. http://dx.doi.org/10.17220/ijpes.2020.02.017.

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Pocinho, Margarida, and Líria Fernandes. "Depression, Stress and Anxiety among Parents of Sons with Disabilities." Psychologist: Practice & Research Journal 1, no. 1 (2018): 103. http://dx.doi.org/10.33525/pprj.v1i1.29.

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Background: The prevention of depression, stress, and anxiety is an enormous concern of the World Health Organization and it has been a topic of research over the last decades. However, studies with families with sons or daughters with disabilities are scarce, which stresses out the need to develop scientific research in this area. It is of paramount importance to understand the impact of having a child with disability, so that effective strategies of action can be delineated. Goals: This study aims to assess depression, stress and anxiety of parents with sons or daughters having intellectual

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Mulrine, Christopher F., and Manina Urgolo Huckvale. "Secondary Special Education Teachers as Teacher Leaders: Redefining Their Role." Kappa Delta Pi Record 50, no. 2 (2014): 61–64. http://dx.doi.org/10.1080/00228958.2014.900845.

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Shumaieva, Svitlana. "FACTORS OF INCREASING OF SPECIAL EDUCATION OF SELF-EFFICACY BY FUTURE TEACHERS IN THE USA." Scientific Journal of Polonia University 59, no. 4 (2023): 119–24. http://dx.doi.org/10.23856/5916.

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The article examines the importance of the pedagogical self-efficacy formation of future teachers for working with students with special educational needs, analyzes the influence of a teacher's professional self-efficacy on their self-regulation, and indicates possible options for working with students in the direction of the formation of future teachers of special education pedagogical self-efficacy. It was determined that the concept of «pedagogical self-efficacy» is an integrative education expressed in the teacher's confidence in his own professional competence, the ability to productively

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Alexandra Shelton and Rebecca A. Cruz. "Leveraging the Paraeducator-to-Teacher Pipeline to Attract and Prepare Special Education Teachers." Journal of Special Education Preparation 3, no. 2 (2023): 54–64. http://dx.doi.org/10.33043/josep.3.2.54-64.

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The well-documented special education teacher shortage in the U.S. has significant negative consequences for students with disabilities who require specially designed instruction from special education teachers. To address this shortage, special education teacher preparation programs should explore innovative approaches to recruiting and training future special education teachers. One such approach is the paraeducator-to-teacher (PTT) pipeline in which paraeducators complete preservice coursework and on-the-job training to earn their special education certification. In this article, we present

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LeeYoungsun and 권정민. "Preservice Teachers' Changing Perceptions of Inclusive Education During Special Education Teacher Training Course." Journal of Special Children Education 12, no. 2 (2010): 399–416. http://dx.doi.org/10.21075/kacsn.2010.12.2.399.

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25

Feng, Li, and Tim R. Sass. "What makes special-education teachers special? Teacher training and achievement of students with disabilities." Economics of Education Review 36 (October 2013): 122–34. http://dx.doi.org/10.1016/j.econedurev.2013.06.006.

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26

Pyung-Gang Jung and 김유리. "Perceptions of Elementary Special Education Teachers on the National Teacher Exam." Journal of Research in Curriculum Instruction 21, no. 4 (2017): 334–49. http://dx.doi.org/10.24231/rici.2017.21.4.334.

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Blândul, Valentin Cosmin, and Adela Bradea. "DEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS." Problems of Education in the 21st Century 75, no. 4 (2017): 335–44. http://dx.doi.org/10.33225/pec/17.75.335.

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In a general sense, competence represents a higher finality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences: professional (they show the teacher's theoretical knowledge), psycho-pedagogical (they concern the teacher's ability to know their students and to establish interhuman relationships with them) and methodical (concerns the teacher's ability to teach effectively the elements of the didactic content). Due to the particularities of special / inclusive education, teachers involved i

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Shinn, Mark R., Gerald A. Tindal, and Deborah A. Spira. "Special Education Referrals as an Index of Teacher Tolerance: Are Teachers Imperfect Tests?" Exceptional Children 54, no. 1 (1987): 32–40. http://dx.doi.org/10.1177/001440298705400104.

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The academic performances and naturally occurring characteristics of students referred by regular education classroom teachers for possible placement in special education programs were examined. Curriculum Based Assessment procedures were used with 570 grade 2 through 6 students referred because of reading difficulties. Teacher bias was examined by comparing the reading performances of referred students as a function of their sex and ethnicity and by comparing the percentages of students to the base rate population of low reading performers. Teacher accuracy was investigated using “narrow band

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Ediyanto, Ediyanto, Ranti Novianti, Wiwik Dwi Hastuti, Fina Riswari, Nindya Ayu Rizqianti, and Tata Gading Jatiningsiwi. "Analysis of Special Guidance Teachers in Malang City Based on Teacher Competencies." Proceeding of International Conference on Special Education in South East Asia Region 2, no. 1 (2023): 299–316. http://dx.doi.org/10.57142/picsar.v2i1.349.

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A Special Guidance Teacher is a teacher who has a special education/exceptional education background or who has received training in special education/exceptional education and is assigned to an inclusive school. A Special Guidance Teacher must be based on several main competencies such as pedagogic, personality, professional, and social. The purpose of this paper is to describe the situation in the field regarding the potential of accompanying teachers for Special Need Students based on the basic competencies of teachers. This is expected to encourage the process of realizing performance prod

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Sayi, Aysin Kaplan. "Teachers’ Views about the Teacher Training Program for Gifted Education." Journal of Education and Learning 7, no. 4 (2018): 262. http://dx.doi.org/10.5539/jel.v7n4p262.

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Gifted children are a special group within the scope of the special education so it is needed to be used by a number of special techniques and teaching methods. However, most teachers do not receive any training about gifted students. This situation-teachers lack of necessary education- can cause gifted students to underachieve or quit the school. The number and variety of professional tranings on gifted students is rather limited. In the study, a teacher training program which aimed to provide teachers experience about the applications on gifted education “Teacher Training Program for Gifted

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Utemov, Vyacheslav. "Professional Training and Professional Deficits of Teachers: a comparative study." ARPHA Proceedings 5 (February 10, 2022): 1763–76. https://doi.org/10.3897/ap.5.e1763.

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Teachers with similar qualification, experience and other professional characteristics still may teach their pupils with quite different results. It is supposed that there are some connections between the results of teaching and the measures of improving professional conditions of teachers. The aim of the research is to analyze the indices which characterize the quality of teaching staff in order to offer the measures which could help to improve economic and normative regulations of additional training and professional development of teachers. The data analysis is based on the conception of th

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Seo, Seonjin, Mary T. Brownell, Anne G. Bishop, and Mary Dingle. "Beginning Special Education Teachers' Classroom Reading Instruction: Practices That Engage Elementary Students with Learning Disabilities." Exceptional Children 75, no. 1 (2008): 97–122. http://dx.doi.org/10.1177/001440290807500105.

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Researchers conducted a study that examined the classroom reading practices of beginning special education teachers and each teacher's ability to promote student engagement. The researchers observed 14 beginning special education teachers over a 6-month period and identified the teachers as most engaging, highly engaging, moderately engaging, or low engaging. Through qualitative data analysis, researchers identified 4 themes related to instructional engagement that differentiated the teachers: instructional quality, responsiveness to student needs, socioemotional climate of the classroom, and

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Antić, Zorica. "Teacher Education in English for Special Purposes." Acta Facultatis Medicae Naissensis 33, no. 3 (2016): 211–15. http://dx.doi.org/10.1515/afmnai-2016-0022.

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Summary This paper establishes a basic framework for addressing the issue of teacher’s role and education in English for Special Purposes (ESP) with an overview of English for Medical Purposes (EMP). The content of an ESP/EMP syllabus is determined by the learners’ reasons for learning English. This has led to a change in the role that teachers have in specialized English classes compared to general English. They are required to work actively with the learners and medical subject teachers in order to create a syllabus that would promote effective learning. Teacher education encompasses adequat

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Gorban, O. V. "Problems of teaching logic to law students." Uzhhorod National University Herald. Series: Law 2, no. 80 (2024): 416–20. http://dx.doi.org/10.24144/2307-3322.2023.80.2.66.

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The problem of teaching logic to lawyers is, first of all, its abstract and formal nature, detached from legal practice. Therefore, secondly, the tendency to restrict or even remove logic from the curricula is provoked. This, thirdly, is followed by the lack of rationale for the majority of court decisions in Ukraine. The purpose of the article is to clarify the subject of legal logic - the main question from a range of problems, the solution of which will contribute to the improvement of the quality of training of lawyers. The conducted analysis of the research revealed sufficient

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Abbas, Chassib Fanukh. "Online Learning of Students with Special Needs: Teachers’ Perspectives." International Journal of Early Childhood Special Education 14, no. 1 (2022): 16–25. http://dx.doi.org/10.9756/int-jecse/v14i1.221003.

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This research was an attempt to find an effective vocabulary-teaching method order for Iraqi young foreign language learners. An experiment was conducted during regular Iraqi class sessions for seven weeks, from April 13th to May 29th, 2019. In this experiment, two vocabulary-teaching method orders, explicit-first order and implicit-first order, were compared for effectiveness, using a within-group design. The participants of the groups were fourth graders at Al-Hadi Primary School in Babil Governorate, Iraq. Each group had almost thirty students. They had the same background when it came to l

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Kang, Jong Gu. "A Study on Special Education Teacher’s Identity through Special Classroom Teachers in Secondary General Schools." JOURNAL OF SPECIAL EDUCATION & REHABILITATION SCIENCE 54, no. 3 (2015): 1. http://dx.doi.org/10.15870/jsers.2015.09.54.3.1.

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37

Kim, Jung-Gyu. "Recognition on Special Teachers in Pre-service on the Professional Image of Special Education Teacher." Journal of Special Education 24, no. 1 (2017): 217–37. http://dx.doi.org/10.34249/jse.2017.24.1.217.

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Hammel, Alice, and Ryan Hourigan. "The Fundamentals of Special Education Policy: Implications for Music Teachers and Music Teacher Education." Arts Education Policy Review 112, no. 4 (2011): 174–79. http://dx.doi.org/10.1080/10632913.2011.592463.

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Geraldine D. Barros, Ma, and Sol Dalonos. "Exploring the Support Systems of Special Education Teachers." American Journal of Educational Research 13, no. 2 (2025): 88–91. https://doi.org/10.12691/education-13-2-7.

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40

P. Sampan, Faith, and Dennis G. Caballes. "Sense of Efficacy and Burnout among General and Special Needs Education Teachers." Journal of Humanities and Education Development 5, no. 3 (2023): 102–5. http://dx.doi.org/10.22161/jhed.5.3.13.

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Teacher self-efficacy as defined is the teacher’s belief in his own capability to prompt student engagement and learning even when students are difficult or unmotivated. It can also be developed and influenced by a lot of factors such as teacher training, teaching experiences, support from colleagues, and personal characteristics. Burnout as defined by the World Health Organization is a syndrome conceptualized resulting from chronic workplace stress that has not been successfully managed. It is further defined as having three dimensions: a. feelings of energy depletion or exhaustion, b. increa

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Gilman, Rich, and Frederic J. Medway. "Teachers' perceptions of school psychology: A comparison of regular and special education teacher ratings." School Psychology Quarterly 22, no. 2 (2007): 145–61. http://dx.doi.org/10.1037/1045-3830.22.2.145.

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Dong-Young Chung and Bae Jae-hee. "The Influence of Teacher Identity of Special Education Teachers on Job Stress." Journal of Special Education for Curriculum and Instruction 12, no. 2 (2019): 89–108. http://dx.doi.org/10.24005/seci.2019.12.2.89.

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강영택 and 이정현. "Special education teachers' Burnout and Job Satisfactions based on their teacher experience." Journal of Special Education 21, no. 2 (2014): 48–76. http://dx.doi.org/10.34249/jse.2014.21.2.48.

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44

Farouq Ghoer, Hilman, Teti Ratnawulan, Wachyudin ., and Euis Nani Mulyati. "SPECIAL NEED EDUCATION TEACHER’S COMPETENCY MASTERY THROUGH TEACHER INTERNSHIP PROGRAM I." PEOPLE: International Journal of Social Sciences 3, no. 3 (2017): 327–33. http://dx.doi.org/10.20319/pijss.2017.33.327333.

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45

Mohammad, Fteiha, Elsori Deena, Khalil Ashraf, and Al Bustami Ghanem. "Utility and Professional Attitudes toward Assistive Technology in UAE Special Needs Centers." International Journal of Early Childhood Special Education 13, no. 2 (2021): 23–32. http://dx.doi.org/10.9756/int-jecse/v13i2.211035.

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The attitude of teachers about the use of technology is critical. As a result, when teachers have a constructive outlook toward a new type of assistive technology, they are more likely to make meaningful efforts to successfully integrate it into the teaching-learning process. The way assistive technology is used in the teaching and learning environment is heavily influenced by a special education teacher’s attitude. Therefore, the study explored the availability of assistive technology and explored the attitudes of professional of special education towards the use of assistive technologies in

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46

Nelson, Barbara Scott, and Pamela L. Grossman. "Teachers' Special Knowledge." Educational Researcher 21, no. 9 (1992): 32. http://dx.doi.org/10.2307/1177020.

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47

Bock, Marj, Mari Caballero, and Kelly O'Neal-Hixson. "Special Education Teachers in Residence." Educational Renaissance 10, no. 1 (2021): 32–47. http://dx.doi.org/10.33499/edren.v10i1.181.

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Rural schools face unique challenges recruiting teachers. Rural school administrators report difficulties finding qualified applicants. Unique challenges rural special education teachers face, e.g., working with a more diverse group of students including those with significant disabilities, heighten the difficulties rural administrators experience when recruiting and retaining qualified special education teachers. Leveraging university/rural school partnerships, e.g., resident teacher university/school partnerships, can help rural schools recruit and retain qualified special education teachers

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48

Katsiyannis, Antonis, Dalun Zhang, and Maureen A. Conroy. "Availability of Special Education Teachers." Remedial and Special Education 24, no. 4 (2003): 246–53. http://dx.doi.org/10.1177/07419325030240040701.

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49

Billingsley, Bonnie, Maya Israel, and Sean Smith. "Supporting New Special Education Teachers." TEACHING Exceptional Children 43, no. 5 (2011): 20–29. http://dx.doi.org/10.1177/004005991104300502.

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50

Westling, David L. "Overview: Effective Special Education Teachers." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 15, no. 2 (1992): 59–61. http://dx.doi.org/10.1177/088840649201500202.

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