Preservice Observation in Special Education: A Validation Study

In the field of special education, attrition plays a major role in a persistent teacher shortage problem. Over the past few decades, researchers in general education and special education have investigated the various reasons why new teachers leave the field and ways in which they can be better supported to stay in their positions. Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. For example, previous research has heavily relied on survey research to understand teacher attrition, but these methods may limit some of the important information related to the complexity of why a teacher might leave the field or their job within the first few years. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.

This study aims to examine the relationship between the creative thinking dispositions, psychological flexibility, and self-compassion levels of special education teacher candidates. This research was designed using a correlational model, one of the quantitative research methods. The study group was selected using criterion sampling and consisted of a total of 480 students, including 337 female (70.2%) and 143 male (29.8%) undergraduate students from the Special Education Department. Data were collected using the "Marmara Creative Thinking Dispositions Scale," the "Acceptance and Action Questionnaire-II," the "Self-Compassion Scale," and a "Personal Information Form." Descriptive statistics, t-tests, ANOVA, Pearson correlation coefficient, and hierarchical regression analysis were used in data analysis. As a result of this research, it was concluded that the creative thinking dispositions of pre-service special education teachers did not differ significantly according to gender (t478=621, p>.05) and the creative thinking dispositions of pre-service special education teachers differed significantly according to grade level (F3-476 =9,845, <05). According to the results of the Tukey test, the scores of 1st-grade undergraduate students (x̄=100.28) are statistically significantly higher than the scores of 2nd-grade (x̄=93.83), 3rd-grade (x̄=91.50) and 4th grade (x̄=95.24) students. A statistically significant relationship was obtained between the creative thinking dispositions of pre-service special education teachers and their psychological flexibility (r=.233, p<.01) at a low level in a positive direction and with their self-compassion scores (r=.465, p<.01) at a moderate level in a positive direction. The results of this study show that it is important to increase the psychological flexibility and self-understanding levels of pre-service special education teachers to improve their creative thinking tendencies. In this direction, it is recommended to design training programs that contribute to the teacher training processes in the field of special education and support the creative thinking skills of the candidates.

ABSTRACTIn light of the continual problem of attrition in the field of special education and the need for well-prepared new special education teachers, the purpose of this study was to examine how dialogic reflective e-journaling between the first author and undergraduate preservice teachers impacted the classroom decision-making as well as the transformative learning of these preservice teachers involved in a special education field-based experience in US schools. Performance feedback was given by the first author as part of the teacher preparation supports already in place for the field-based experience. Study findings revealed that dialogic e-journaling enhanced the reflective skills of the study participants when faced with classroom disorienting dilemmas and instigated a positive personal transformation in them as teachers.

Camera, 208 Capitalism, scepticism of policies on education in future based on society with influx of, 42 Carnegie Learning, 251-252 Central government, 92 Challenges to inclusion, 84-85 Change of practice concept, 253 Character qualities of sets in twenty-first century, 25-33 communicative competencies, 28-31 digital competencies, 31-33 'grit' for inclusive and special education teachers, 27-28 high self-efficacy, 25-27 Children, rights and characteristics of, 4-5 Children with disabilities in rural areas in Telangana state, providing services to, 174-177 259 Children with special needs in VUCA world, preparation for education administrators to manage education for, 241-244 Chlorpyrifos, 64-65 City local government, 93-99 Civil rights, 39-40 Classic economic liberal theory, 41-42 Classrooms with assistive technology, improving efficiency of, 250-252 Climate change, 64-65 Collaboration, 180 Collaborative learning, 23-24 Communication, 180 channels, 29-30 disabilities, 211 Communicative competencies, 28-31 Community resource persons (CRPs), 175 Competency-based education, 23-24 Complexity, 80-81 Comprehensive teaching strategies, 236 Computer-assisted tools, 128 Constitution of the Republic of Indonesia (1945), 89-90 Constructive Alignment model, 21 Convention on the Rights of Persons with Disabilities (CRPD), 159 Convention on the Rights of the Child (CRC), 158-159 Conversations, feedback and recognition (CFR), 225 Core educational subjects, 179 COVID-19, 18-19, 118-119, 123-124 crisis, 7-8 inclusive learning for students with special needs during, 108-110 learning experiences during, 114-116 learning experiences of KU

This study explored facilitative patterns in overcoming communication barriers among learners with disabilities in self-contained classes in public elementary schools in the Division of Rizal during the School Year 2023-2024. The researcher used a descriptive research design, using a questionnaire as the primary research instrument, distributed to 100 special education teachers from a population of 134 special education teachers handling self-contained classes as respondents. The study revealed that the distribution of respondents in terms of sex is fair enough, with most of them in the age range of 30-39, with 1-10 years in service as special education teachers, not yet pursuing a higher level in the field of special Education and mainly attended 1-5 seminars in special Education. The teachers in special education “Sometimes Observed” that speech and language difficulties, sensory impairments, behavioral barriers, emotional barriers, and cognitive barriers are the communication barriers faced by learners with disabilities in self-contained classes. The findings also showed that the teachers in special education “Sometimes Observed” that utilization of AAC tools, differentiated instruction, structured teaching strategy, modeling and role-playing, and group or peer-assisted learning strategy are the facilitative patterns implemented by the teachers in overcoming communication barriers faced by learners with disabilities in self-contained classes. There is no significant difference in the communication barriers faced by the learners with disabilities in self-contained classes and the facilitative patterns implemented by the teachers with a computed p-value of 0.348 greater than 0.05 confidence level as a basis for accepting the null hypothesis. There are significant differences in the facilitative patterns implemented by the teachers in overcoming communication barriers faced by the learners with disabilities in self-contained classes according to sex, years in service as a special education teacher, highest educational attainment, and the number of seminars attended in Special Education but not with age.

This study examined considerations for delivering online instruction and related services to students with disabilities. The purpose of the study was to uncover teachers’ reflections about their experiences with online learning for students with disabilities as a response to COVID-19. We used an online open-ended survey to collect reflections from practicing teachers, who were graduates of a special education program at a university in Florida. Our findings highlighted challenges and unanticipated benefits of online service delivery. We discussed how administrators should streamline instructional-delivery platforms and procedures for teachers, students, and families. We recommended ensuring that Individualized Education Planning (IEP) teams consider priorities for future pandemics and natural disasters. Keywords: Online learning, special education teachers, students with disabilities, COVID-19, administrators.

Long-standing special education teacher (SET) shortages and declining enrollment in SET preparation programs in the United States (U.S.) have resulted in a significant number of alternatively-certified SETs in classrooms, particularly in poverty-impacted schools. As a result, the least experienced teachers often serve in schools with historically underserved students. It is critical to understand the needs and experiences of these teachers to support them better. This qualitative study examined twelve first- and second-year, alternatively certified special educators’ experiences in inclusive classrooms in poverty-impacted schools in the U.S. Participants completed a brief survey of demographics and daily experiences, two semi-structured interviews, and member checks. Results were analyzed to understand participants' experiences teaching within inclusive settings. Key themes - an impossible task, feeling like they worked in “someone else’s stadium,” and a preference for separate settings - underscore the complexities of implementing inclusive education effectively. Recommendations for special and general education teacher and administrator preparation and ongoing support are provided.

Efforts to recruit and retain effective teachers of color have spread into the field of special education. However, scant research examining the experiences of teachers of color enrolled in special education teacher preparation inclusion programs exists. In the current study, a phenomenological investigation of 10 preservice Black students at predominately White higher education institutes in special education teacher programs designed to train teachers for inclusive classrooms was conducted to understand their experiences and identify effective recruitment and retention strategies. Based on the findings, students reported five themes: (a) feeling alienated in their programs, (b) feeling that they need effective mentoring from faculty of color, (c) better relationships with other peers of color, (d) deliberate mission of the institute and program, and (e) better need for financial support. The implications for recruiting and retaining Black teachers in special education and directions for future research were discussed.

This study examines the attitudes of regular and special education teachers towards school integration of students with special educational needs. Furthermore, the study aims at revealing possible differences in teachers’ attitudes when different disabilities are involved and when issues such as the best time for integration and the area of most benefit for the integrated students are raised. A total of 377 teachers in Greece were surveyed. The results showed that, although both regular and special education teachers held neutral attitudes towards school integration, the regular education teachers were more positive towards integration than their special education colleagues. Moreover, younger and less experienced teachers were more positive towards school integration, while no differences were found between male and female teachers’ attitudes. In regard to the best time for initiating school integration, teachers’ views differed only in a few choices, with the regular education teachers being more positive towards integration earlier than the special education teachers. In regard to the area of the most benefit for the students in the case of integration, again, the two groups of teachers differed in few areas, with the special education teachers perceiving only the social benefit of integration.

The purpose of this chapter is to provide a comprehensive view of special education in the Kingdom of Saudi Arabia. The chapter starts with the origins and attitudes of the Saudi citizens regarding persons with special needs. Next the chapter examines trends in legislation and litigation pertaining to persons who are disabled which led to the government’s passage of Regulations of Special Education Programs and Institutes (RSEPI) in 2001. The RSEPI regulations were modeled after the United States 1997 Individuals with Disabilities Education Act (IDEA). Included in the discussion of the RSEPI is a delineation of the Disability Code which is comprised of 16 articles. The author also provides information on prominent educational intervention employed in the Kingdom as well details about the preparation of paraprofessionals and special education teachers. The chapter concludes with the special education progress that has occurred since the passage of RSEPI.

The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is important that special education teacher preparation programs incorporate theoretical frameworks and evidence-based practice for students who are ELL into their teacher preparation programs. Indeed, there are several topics and techniques that can be incorporated into special education teacher preparation coursework that have natural connections to topics typically addressed. This article provides a framework to support the inclusion of these strategies as well as specific examples of activities that could be incorporated in coursework to strengthen the preparation of special educators to meet the needs of students who are ELL.

Professional development schools (PDSs) have become an important component of preservice teacher preparation. Researchers investigating the effect of the PDS model on the principal stakeholders (preservice teachers, classroom teachers, students, and university faculty) have reported many positive effects. The role of the PDS in special education teacher preparation, however, appears to be less well defined. This article focuses on PDS participation of special education teacher preparation programs and addresses the apparent reluctance to embrace the PDS model.

The COVID-19 pandemic disrupted education systems worldwide, leading to the closure of schools and the adoption of remote teaching and learning methods. Students in special education were one of the earliest to transition back to face-to-face lessons as schools were slowly reopening in Malaysia. It is crucial to consider the impact of the COVID- 19 pandemic on education due to the challenges faced by special need students during online learning inlcude limited access to technology, communication barriers, and the need for specialised teaching strategies. It requires a concerted effort from educators, parents and policymakers to ensure the provision of inclusive and effective education for all students especially the special need students. The study used the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) as a core methodology to systematically screen, review, and synthesized the literature on teaching strategies of special education research. Through this review, the researchers aimed to examine the current trends in teaching strategies and the state of research in the field of special education. Moreover, there are significant gaps in the existing literature, particularly from special education perspective, which hinders knowledge expansion and practical applications. By conducting a systematic literature review from special education perspective, the study aims to contribute valuable conceptual insights and practical implications for the development of effective approaches for students with special educational needs.

Teacher‐directed violence has been acknowledged as a major issue in research over the past decade. Teacher‐directed violence is the over‐arching term used to describe teachers' experiences with physical violence and aggression (i.e., harassment, intimidation, verbal threats). This study is the first to quantitatively compare general education and special education teachers' experiences with violence from a variety of aggressors, including students, parents, colleagues, and administrators. Understanding the unique experiences of special and general educators is needed to inform intervention and prevention efforts focused on teacher‐directed violence. Data from 2363 teachers who participated in a national study in the United States examining teachers' experiences with violence and aggression were analyzed using multiple logistic regression. Comparisons of special and general educators revealed special educators were more likely to report experiencing aggression in the current or past year. Special educators were also more likely to report violence by student aggressors, while general educators were more likely to report violence by parent aggressors. Further, teacher demographic characteristics (i.e., age, gender, race/ethnicity, years of experience) and school setting (i.e., rural, urban, suburban) influenced experiences of teacher‐directed violence for both general and special educators. Findings suggest the need for future longitudinal and mixed‐methods studies, providing more educators, training, and supports in special education settings, and incorporating all school stakeholders in school‐wide interventions.

The role of any teacher education program in the field of special education has been to prepare its graduates to become successful classroom teachers. Teacher education programs have constantly searched for the best available practices to educate future teachers. Historically, textbooks have been the predominant form of information dissemination within the university culture. The use of textbooks, bound by structure and limited by content, has narrowed the knowledge base that teacher education graduates bring to their role as practitioners. The purpose of this paper is to promote the increased use of literature in preservice special education teacher preparation programs to better prepare educators to serve individual learners with special education needs.