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(Billingsley, 2004, p. 39)
It is clear that the development of collaborative systems that address this feeling of isolation among special education teachers would make great strides toward addressing the problem not only of attrition but also overall satisfaction when a teacher remains in the profession, despite the obstacles.
Many educators even note that the problem goes so deep that the best way to solve it is to combine the educational opportunities of general education teachers with special education teachers, so from the beginning they might create collaborations and express similarities of goals rather than differences. (Epanchin & Colucci, 2002, p. 349) (Jenkins, Pateman & Black, 2002, p. 359) the obsticels are relatively extreme in that from teacher preparation to practice special education teachers and general education teachers are separate from one another, so much so that different standards and cultures for each have developed. The need for specialized service training as well as funding differences and many other practical issues feed the disconnect that special education teachers, often the only representative, especially in small schools of special education, feel in practice. Bridging this...
Starting at the core of the situation, with teacher education, collectives could go far in the goals of integrating special education teachers into the rest of the school system, as could administration awareness of the feelings of isolation that are likely to take place in the resource room at any given school.
References
Armstrong, D. (2004). Experiences of Special Education: Re-Evaluating Policy and Practice through Life Stories. New York: RoutledgeFalmer.
Billingsley, B.S. (2004). Special Education Teacher Retention and Attrition: A Critical Analysis of the Research Literature. Journal of Special Education, 38(1), 39.
Epanchin, B.C., & Colucci, K. (2002). The Professional Development School without Walls: A Partnership between a University and Two School Districts. Remedial and Special Education, 23(6), 349.
Jenkins, a.A., Pateman, B., & Black, R.S. (2002). Partnerships for Dual Preparation in Elementary, Secondary and Special Education Programs. Remedial and Special Education, 23(6), 359.
This qualitative research uses a Delphi study to explore the perceptions of special education teachers regarding retention. This Delphi study includes twenty-five to thirty special education teachers of K-12 in two California districts of less than 40,000 students. The information gathered provides leaders in the field with successful practices in retaining special education teachers. Purpose of the study The primary purpose of this study is to explore the perceptions of special education
Special Education: Collaboration Between Teachers The majority of special education students receive instruction in both general education classes as well as special education support classes. Most of these students are enrolled in Resource Support Programs in which a special education teacher has responsibility for offering learning supports across the general education curriculum. The job of the special education teacher, or Resource Specialist, is to ensure that the student's IEP is properly
Then students use AlphaSmart software to paste the picture and explain in a paragraph why, how and where in the plot they feel that picture relates to the story. This tests three things: (a) student concentration; (b) student level of understanding of the general plot; and - student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and
Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and
In the past, students with disabilities tended to be isolated from their peers by Special Education paradigms that obliged them to receive learning in a physically isolated setting. Far from helping these children to achieve their full potential, such setups tended to stigmatize them, making, making it even more difficult to look beyond their ability for their own identity and how this could be applied for the benefit of society
The IEP takes into account the results of the assessment while developing a plan for the future. The evaluation results include not only behavioral observations but also socio-cultural background. If the student has a physical disability, the IEP might address the need for specialized technologies or classroom adaptations. On the other hand, if the student has a learning disability, the IEP might include recommendations for lesson adaptation. The IEP is