As seen above, SPED teacher is an overwhelmingly female profession. Although special education teacher was once a career for men but, now special education teachers has been, and continues to be, a female profession. The time woman began entering the work field in large number in the 1960’s. Because educational roles are seen as nurturing or caring. On 2009, a study made by Leyser & Tappendorf on teachers’ attitudes regarding inclusion, researchers reveal that female special education teachers had higher scores than males on what was referred to as “The Social Growth Factor”, indicating a more positive attitude regarding the social aspects of inclusion. It also appeared in this study that female special education teachers make more modifications …show more content…
Researcher shows that older special educators are more likely to leave (or express intent to leave) than younger special educators. Attrition is high among older special education teachers, moderate for teachers during the mid-career period, and low again as teachers retire. However, Boe (2006) report that age functions differently for leavers (those who exit public school teaching) than movers (those who changed …show more content…
Result also shows that job satisfaction is the strong predictor of intention to stay, as supported by the study of Ferguson & et.al. (2012), job satisfaction was a significant and positive psychosocial predictor of intention to stay among sped teachers. Job satisfaction predict the intent to remain in the profession based on gender, age, and number of experiences in teaching for special education teachers (Horrison-Collier, 2013). This study aligns with Biscay (2009), who conducted job satisfaction and motivation as predictors that correlated significantly with responsibility genders, age, race and years of experience in teaching. In addition, a study made by Malik (2010), identify the predictors that influence sped teachers’ intent to stay in work. It is said that, cross validated regression results suggest that intent to stay predictors, such as administrative support, commitment and job satisfaction, are better predictors of intent to stay among special education
She is able to receive assistance from a speech- pathologist for her language twice a week because of free appropriate public education (FAPE). A recommended practice that is trending now is to place students in their least restricted environment, where they can learn the most. In order for her to still receive her assistance and be in her least restricted environment, she is placed in a growing trend of inclusion classrooms. This trend is influencing special education and education in general because it is the view that everyone needs to be able to accept the student with a disability equally as anyone else. Although, the book discuss different views of inclusion in the classroom, inclusion classes are considered to be possible and necessary for twenty-first- century education that we are facing now. This is why Elizabeth spends the majority of her school day in a general education classroom instead of spending all her time in a special education classroom. It is also important to note that Elizabeth’s teachers have to collaborate together to support her because educators are now being expected to use evidence- based practices that work in the classroom. The practices that are used for Elizabeth are recommended practices in the special education and schools. It was shown that the practices being used for Elizabeth are effective because the teacher stated that she saw improvements in both her social and academic growth. The different aspects of Elizabeth’s program provides examples of the different aspects of special education including the programs or services that are available, what trends are happening
Educators can have strong feelings on the subject because having special needs students in a regular classroom can have a large impact on the classroom community. Those who believe in inclusive classrooms realize that, to be successful, it requires allot of classroom management and differentiated instruction, but feel the benefits are worth the work involved. Those who do not believe in inclusion feel that it leads to “l...
Researchers have done studies in order to find why there is a great difference between the identification of high incidence disabilities of males and females, finding three possible explanations. The first explanation is biological differences between males and females. The second reason is gender bias on referral and admission to special education services. The third explanation is difference in the exhibition of behavior problems between the two sexes. By further studying these possibilities, we can begin to find different approaches to identifying and referring students for special education services, specifically fo...
Special Education was one of those things I never truly understood as a student in the public school system. Who were these children that had to be taken out of the class for reading and math or who remained in a separate class all day? What was so “special” about them? Believe me, I could have tried to find out what was different about them and how they were taught anytime I wanted; my mom teaches Elementary Special Education. I always heard her throwing around terms like resource room and inclusion when she talked about work. But being the typical self-involved child that I was, I never listened to what she said about teaching or asked her more about her students. What I do know is that teaching Special Education involved a lot of ups and down. As a Special Education teacher, the specific tasks of my mom’s job change frequently. She has taught full-time special education classes, has worked with individual students in an inclusive setting, and most recently she teaches resource room. Now that I don’t have to listen to her work stories all the time, I find myself wanting to know more about what special education entails. What I discovered is that none of the methods utilized in Special Education are entirely right or wrong in addressing the educational needs of children with LD. Children with learning disabilities should be educated in the most appropriate way to meet their specific educational needs.
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
General Education teachers feel they do not have the experience or qualification to teach students with special needs. While there are specific degrees for teaching special education, general education teachers are required to take a very limited number of special education courses in order to obtain their degree. To gain a clearer understanding of this argument, I recently spoke with a professor in the education department at a university in Ohio. While speaking with the professor, we discussed the amount of special education courses an elementary or secondary educators is required to take in order to obtain a degree. The professor explained that an elementary or secondary education major is required to take on average three to four special education courses. The amount of courses may vary from university to university but the average remains three to four. This amount differs from a special education major who would be required to take anywhere from ten to twelve special education courses. Due to the lack of training, a majority of general education teachers believe they do not possess the training and ability to provide the appropriate education to special education students. The teachers feel having the special education students included in their classrooms with assistance from a special educa...
I have been a Special Education Para-Educator for eleven years now. My decision to do this was based on the needs of my family and kids. When my last child was born, the doctors did not think that he would make it. He had a heart malfunction and was born with RSV and Von Villibrantds disease (which I did not find out until he was three); those factors lead me to want to work with special education kids, knowing that I could make a difference.
Training should be implemented on IEP’s and modifications and accommodations for general education teachers. General education teachers should also be trained on utilizing the special education teachers experience in modifying, accommodating, and differentiated instruction. We are a team and the goal we are working for is for all of our students on our campus to be successful, general education and special education students.
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
Researchers have concluded that the participants with close contact with a person with a disability were more confident with implementing inclusive education, therefore, having more positive attitudes (Forlin et al., 2009; Sharma & Nuttal, 2014; Specht et al., 2016). However, the severity of the disability is also a significant factor in pre-service teacher attitudes. Varcoe & Boyle (2014) & Vaz et al. , (2015) conclude that children with mild to moderate disabilities are more likely to be perceieved as positive. Additionally, pre-service teachers display a less positive attitude towards students with emotional and behavioural problems in comparison to children with intellectual disabilities (Forlin et al., 2009).
In this article, Patrick Wall (2014) cited how teachers effortlessly tried to discipline Joseph—but it failed. However, this sparks a rather differences between the general educator to special educators. According to Anne M. Hocutt, she conducted some findings revealing the contrast between the two positions: General educators are far more concerns on whether or not they are capable of being discipline—education is often secondary. This lead to the stereotype among teachers that students with disabilities have “irrational behaviors” (1996). However, special educators on the other hand, are more patient, promote one-to-one instructions and have a better understanding with the students. Teachers have lower tolerance of special education students compare to students in general education (Hocutt 1996). Special educators are more likely to praise students, ignored any disruptive behaviors, provide more answers about themselves and the students (Hocutt 1996). Melissa Ferry offers feedback in usual, special education classroom tended to be smaller, children become individualized and more responsive to positive feedback (Ferry 2011). In fact, a study conducted by Kris Zorigian and Jennifer Job (2016) concluded positive behaviors interventions and support brings out the best out of students in special education differs little when compared to general courses – strengthen by another study that isolation
Have you ever imagined the world of teaching through the eyes of a special education teacher? It takes a unique person to educate children with disabilities. The career of a special education teacher is an interesting career, because you get to help children overcome obstacles and become productive citizens. The research will describe the career of a special education teacher, what is required to become a successful special education teacher, and the impact this career has on society.
As it relates to special education, modeling is beneficial for general education teachers. Most general education teachers do not receive the same specialized training as specialists. That being said, special education teachers have a duty of supplying the general education teacher with unknown information. This can be achieved through teacher mentoring. Teacher mentoring is a strategy to increase retention and bolster teacher quality, particularly in hard-to-staff areas such as special education (Moses, 2011). Special education positions are becoming increasingly scarce and it is imperative that the current special educators actively help general education teachers understand the policies of special education. At issue is whether practices in both special and general education teacher mentoring follow formal policies (Moses, 2011). This means that there are questions about the regulation of the mentoring process. To begin, special educators should make efforts to convey a message of collaboration to general education teachers. When conveying information, specialists should use empathic listening skills and have an authentic desire to help (Eccleston, 2010). Listening efforts should be put forth to make certain that all parties are heard and no person is
Being a SPED teacher is really a hard work which needs a lot of patience, understanding and creativity to nurture the children for them to easily understand and get a long with other children without special needs like them. That’s why it is important for everyone to learn more about Special Education and understanding the needs of students that has their own
In recent years, the cliché image of a teacher has come under attach. Research has shown that teachers often work in an isolated setting in which they are considered experts in their specific area; however they often lack the support and equipment needed to do their jobs effectively. As a result, to the inadequate working environment new teachers often leave the profession within the first five years. These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010).