Research Articles Base: Special Education (SPED)

INDIVIDUAL CAREER MANAGEMENT PORTFOLIO

INDIVIDUAL CAREER MANAGEMENT PORTFOLIO             Having a career is a need of each individuals for them to reach their goals. As part of day-to-day living, people like SPED (Special education) teachers reach office in time for them to teach their children Employment of special education teachers is expected to increase faster than the average for all occupations through 2014. Although student enrollments are expected to grow only slowly, additional positions for these workers will be created by continued increases in the number of special education students needing services, by legislation emphasizing training and employment for individuals with disabilities, and by educational reforms requiring higher standards for graduation. In addition to job openings resulting from growth, a large number of openings will result from the need to replace special education teachers who switch to teaching general education, change careers altogether, or retire. At the same time, many school districts report difficulty finding sufficient numbers of qualified teachers. As a result, special education teachers should have excellent job prospects. The job varies by geographic area and specialty. Although most areas of the country report difficulty finding qualified applicants, positions in inner cities and rural areas usually are more plentiful than job openings in suburban or wealthy urban areas. Student populations, in general, also are expected to increase more rapidly in certain parts of the country, such as the South and West, resulting in increased demand for special education teachers in those regions. In addition, job opportunities may be better in certain specialties—such as teachers who work with children with multiple disabilities or severe disabilities like autism—because of large increases in the enrollment of special education students classified under those categories. Legislation encouraging early intervention and special education for infants, toddlers, and preschoolers has created a need for early childhood special education teachers. Bilingual special education teachers and those with multicultural experience also are needed to work with an increasingly diverse student population. The number of students requiring special education services has grown steadily in recent years as improvements in identification has allowed learning disabilities to be diagnosed at earlier ages. In addition, medical advances have resulted in more children surviving serious accidents or illnesses, but with impairments that require special accommodations. The percentage of foreign-born special education students also is expected to grow, as teachers become more adept in recognizing learning disabilities in that population. Finally, more parents are expected to seek special services for those of their children who have difficulty meeting the new, higher standards required of students.             As we all know, many students with exceptionalities such as mental retarded, autistic, hearing impaired, visual impaired, cerebral palsy, down syndrome, etc. May recieve more attention and affection in the classroom. According to the Magna Carta Chapter II SECTION 12. Access in Quality Education. The State shall ensure that disabled persons are provided with adequate access to quality education and ample opportunities to develop their skills. It shall take appropriate steps to make such education accessible to all disabled persons. It shall be unlawful for any learning institution to deny a disabled person admission to any course it offers by reason of handicap or disability.             The State shall take into consideration the special requirements of disabled persons in the formulation of educational policies and programs. It shall encourage learning institutions to take into account the special needs of disabled persons with respect to the use of school facilities, class schedules, physical education requirements, and other pertinent considerations.             The State shall also promote the provision by learning institutions, especially higher learning institutions, of auxiliary services that will facilitate the learning process for disabled persons.  Education is now becoming increasingly critical to career success. Therefore, the emphasis on life-long learning and personal development, whether formal through organized seminars, or informal through reading and self-learning, is vital to promote a learning attitude that will continually develop new skills and acquire new knowledge. The (NCLB) No Child Left Behind was signed by George W. Bush on January 8, 2002. Whether a child is normal or has disabilities, he/she should be sent to school by his/her parents. This paper focuses its discussion on the career management of SPED (Special Education) Teachers. This paper attempts to analyze the relationship between the SPED Special Education) Teachers and Special students in the classroom and identifying their strengths, weaknesses, opportunities and threats they face in pursue of their careers. Included also is a sample of an IEP (Individualized Education Program) and a Teaching priorities of a student who has disabilities. Special education teacher licenses are Teacher of Students with Moderate Disabilities; Teacher of Young Children with and without Disabilities; Teacher of the Deaf or Hard of Hearing; Teacher of the Visually Impaired; and Teacher of Students with Severe Disabilities. The Highly Qualified standards apply only to teachers holding these licenses and not to special educators holding other types of licenses. Therefore, teachers are exposed to different characteristics of individuals with special needs as well as instructional modifications and behavioral management techniques that assist individuals in the regular education environment. They help to develop an Individualized Education Program (IEP) for each special education student. The IEP sets personalized goals for each student and is tailored to the student’s individual needs and ability. When appropriate, the program includes a transition plan outlining specific steps to prepare students with disabilities for middle school or high school or, in the case of older students, a job or postsecondary study. They review the IEP with the student’s parents, school administrators, and the student’s general education teacher. Teachers work closely with parents to inform them of their child’s progress and suggest techniques to promote learning at home. As schools become more inclusive, special education teachers and general education teachers are increasingly working together in general education classrooms. They help general educators adapt curriculum materials and teaching techniques to meet the needs of students with disabilities. They coordinate the work of teachers, teacher assistants, and related personnel, such as therapists and social workers, to meet the individualized needs of the student within inclusive special education programs. A large part of a special education teacher’s job involves interacting with others. They communicate frequently with parents, social workers, school psychologists, occupational and physical therapists, school administrators, and other teachers. Special education teachers work in a variety of settings. Some have their own classrooms and teach only special education students; others work as special education resource teachers and offer individualized help to students in general education classrooms; still others teach together with general education teachers in classes composed of both general and special education students. Some of these work with special education students for several hours a day in a resource room, separate from their general education classroom. Considerably fewer special education teachers work in residential facilities or tutor students in homebound or hospital environments. Teacher quality research is on the forefront of policy makers’ minds that teachers can make a difference in student achievement growth value added assessment (Ross, Stringfield, Sanders and Wright, 2003). Exemplary teacher studies (Pressley and Allington, 1998; Wengllingsky, 2002). Policy studies employing teaching characteristics (Darling-Hammond, 1999; Rice, 2003). Classroom observation research (Haager, Gersten, Baker and Graves, 2003). It is important relationship between teacher preparation, teacher effectiveness and student outcomes. Novice teachers may have difficulty promoting student engagement in reading curriculum like superficial understanding of how to address individual student needs within broader curriculum, demonstrates difficulties with student discipline, lack strategies to engage students in their work and content specific pedagogical understandings limited (Reynolds, 1995). Teachers are responsive to students learning and understanding: recognize when student needs assistance, provide specific help when needed, adjust instruction based on student need, reinforce student achievement using specific feedbacks like very good, you’re doing a great job, keep it up! Teachers provide cohesive, well coordinated-lessons: balanced instruction incorporating all elements of reading, fast-paced transitions to new activities and connections between ideas and activities. Teachers create a safe and supportive environment for participation: employ behavior management techniques, arrange and manipulate learning environments to foster participation, use peers to assist student responding and learning. We should learn and know that techniques and structures used to promote engagement demonstrate an integration of what we know from the process-product and motivation literature and that, teachers can foster high engagement even when using highly structured curriculum. Other occupations involved with the identification, evaluation, and development of students with disabilities include psychologists, social workers, speech language pathologists, audiologists, counselors, teacher assistants/teacher aid, occupational therapists, recreational therapists and teacher-preschool kindergarten, elementary, middle, and secondary.   INDIVIDUALIZED EDUCATION PROGRAM (IEP) IEP Development Date:                              Student Name:                     Age:                                       Sex: Level:                         School:                                  Birth Date:                             ID Number:                           Exceptionality(ies): Evaluation/Reevaluation Date:                 Date of Last IEP: Unique Educational Needs, Characteristics, and Present Levels of Performance (PLOPs) (including how the disability affects the students ability to progress in the general curriculum) Special Education, Related Services, Supplemental Aids & Services, Assistive Technology, Program Modifications, Support for Personnel (including frequency, duration, and location) Measurable Annual Goals & Short-Term Objectives or Benchmarks ·                                 To enable student to participate in the general curriculum ·                                 To meet other needs resulting from the disability (including how progress toward goals will be measured) Present Level of Social Skills: He lashes out violently when not able to complete work, uses profanity, and refuses to follow further directions from adults. Social Needs: ·                                 To learn anger management skills, especially regarding swearing. ·                                 To learn to comply with requests <li class="MsoNormal" style="color: #333333; line-height: 200%"> Teacher and/or counselor consult with behavior specialist regarding techniques and programs for teaching skills, especially anger management. </li> <li class="MsoNormal" style="color: #333333; line-height: 200%"> Provide anger management instruction to him. </li> Services 3 times/week, 30 minutes <li class="MsoNormal" style="color: #333333; line-height: 200%"> Establish a peer group which involves role playing, etc., so he can see positive role models and practice newly learned anger management skills. Services 2 times/week, 30 minutes </li> <li class="MsoNormal" style="color: #333333; line-height: 200%"> Develop a behavioral plan for the child which gives him responsibility for charting his own behavior. </li> <li class="MsoNormal" style="color: #333333; line-height: 200%"> Provide a teacher or some other adult mentor to spend time with him (talking, game playing, physical activity, etc.) Services 2 times/week, 30 minutes </li> <li class="MsoNormal" style="color: #333333; line-height: 200%"> Provide training for the mentor regarding he’s needs/goals. </li> Goal: During the last quarter of the academic year, he will have 2 or fewer detentions for any reason. Obj. 1: At the end of the 1st quarter, he will have had 10 or fewer detentions. Obj. 2: At the end of the 2nd quarter. The child will have had 7 or fewer detentions. Obj. 3: At the end of the 3rd quarter, he will have had 4 or fewer detentions. Goal: The Child will manage his behavior and language in a reasonably acceptable manner as reported by faculty and peers. Obj. 1: At 2 weeks, asked at the end of class if the child’s behavior and language were acceptable or unacceptable, 3 out of 6 teachers will say acceptable. Obj. 2: At 6 weeks, asked the same question, 4 out of 6 teachers will say acceptable. Obj. 3: At 12 weeks, asked the same question, 6 out of 6 teachers will say acceptable. Unique Educational Needs, Characteristics, and Present Levels of Performance (PLOPs) (including how the disability affects the students ability to progress in the general curriculum) Special Education, Related Services, Supplemental Aids & Services, Assistive Technology, Program Modifications, Support for Personnel (including frequency, duration, and location) Measurable Annual Goals & Short-Term Objectives or Benchmarks ·                                 To enable student to participate in the general curriculum ·                                 To meet other needs resulting from the disability (including how progress toward goals will be measured) Study Skills/Organizational Needs: How to read text Note taking How to study notes Memory work Be prepared for class, with materials Lengthen and improve attention span and on-task behavior Present Level: Carl currently lacks skill in all these areas. <li class="MsoNormal" style="color: #333333; line-height: 200%"> Speech/language therapist, resource room teacher, and content area teachers will provide him with direct and specific teaching of study skills, i.e. </li> Note taking from lectures Note taking while reading text How to study notes for a test Memorization hints Strategies for reading text to retain information <li class="MsoNormal" style="color: #333333; line-height: 200%"> Assign a study buddy for the child in each content area class. </li> <li class="MsoNormal" style="color: #333333; line-height: 200%"> Prepare a motivation system for him to be prepared for class with all necessary materials. </li> <li class="MsoNormal" style="color: #333333; line-height: 200%"> Develop a motivational plan to encourage him to lengthen his attention span and time on task. </li> <li class="MsoNormal" style="color: #333333; line-height: 200%"> Provide aide to monitor on-task behaviors in first month or so of plan and teach him self-monitoring techniques. </li> <li class="MsoNormal" style="color: #333333; line-height: 200%"> Provide motivational system and self-recording form for completion of academic tasks in each class. </li> Goal: At the end of academic year, he will have better grades and, by his own report, will have learned new study skills. Obj. 1: Given a 20-30 minute lecture/oral lesson, he will take appropriate notes as judged by that teacher. Obj. 2: Given 10-15 pages of text to read, he child will employ an appropriate strategy for retaining information e.g., mapping, webbing, outlining notes, etc. as judged by the teacher. Obj. 3: Given notes to study for a test, he will do so successfully as evidenced by his test score. Goal:  the child will improve his on task behavior from 37% to 80% as measured by a qualified observer at years end. Obj. 1: By 1 month, the child on-task behavior will increase to 45%. Obj. 2: By 3 months, the on-task behavior will increase to 60%. Obj. 3: By 6 months, he will be on-task behavior will increase to 80% and maintain or improve until end of the year. Unique Educational Needs, Characteristics, and Present Levels of Performance (PLOPs) (including how the disability affects the students ability to progress in the general curriculum) Special Education, Related Services, Supplemental Aids & Services, Assistive Technology, Program Modifications, Support for Personnel (including frequency, duration, and location) Measurable Annual Goals & Short-Term Objectives or Benchmarks ·                                 To enable student to participate in the general curriculum ·                                 To meet other needs resulting from the disability (including how progress toward goals will be measured) Academic Needs/Written Language: The child needs strong remedial help in spelling, punctuation, capitalization, and usage. Present Level: The child is approximately 2 grade levels behind his peers in these skills. <li class="MsoNormal" style="color: #333333; line-height: 200%"> Provide direct instruction in written language skills (punctuation, capitalization, usage, spelling) by using a highly structured, well-sequenced program. </li> Services provided in small group of no more than four students in the resource room, 50 minutes/day. <li class="MsoNormal" style="color: #333333; line-height: 200%"> Build in continuous and cumulative review to help with short-term rote memory difficulty. </li> <li class="MsoNormal" style="color: #333333; line-height: 200%"> Develop a list of commonly used words in student writing (or use one of many published lists) for him spelling program. </li> Goal: Within one academic year, he will improve his written language skills by 1.5 or 2 full grade levels. Obj. 1: Given 10 sentences of dictation at his current level of instruction, he will punctuate and capitalize with 90% accuracy (checked at the end of each unit taught). Obj. 2: Given 30 sentences with choices of usage at his current instructional level, he will perform with 90% accuracy. Obj. 3: Given a list of 150 commonly used words in writing, the child will spell with 90% accuracy. Adaptations to Regular Program: ·                                 In all classes, the child should sit near the front of the class. ·                                 He should be called on often to keep him involved and on task. ·                                 All teachers should help him with study skills as trained by spelling/language specialist and resource room teacher. ·                                 Teachers should monitor the child work closely in the beginning weeks/months of his program. Participants: Special Education Teacher           :                       Regular Education Teacher: Parents:                                                         Guidance Counselor: Other IEP Team Members:                         Resource room teacher: TEACHING PRIORITIES FOR A CHILD   QUARTER WRITING LANGUAGE & COMMUNICATION PSYCHOSOCIAL SKILLS COGNITIVE & ACADEMIC SELF-HELP VOCATIONAL SKILLS 1ST - to copy and trace shapes – to trace letters and numbers – to be able to recognize objects by description – share & take turns w/ reason – to be able to sort objects according to attributes & describe shape/size. - to be able to recognize directional signs & symbols according to shape & color (picture) To be able to identify coins 2ND – to color objects with in the line – to be able to answer basic information about himself: I live in… My father is… My mother is… – to be able to name children in the group playing & identify 2 friends – be able to recognize shape – be able to recognize numerical figures (1 to 5) – to be able to read & understand traffic light signals (green means go, red means stop) - be able to identify coins (centavo-P10 coin)     Strengths & Weaknesses of being a Special Education Teacher 1.Special education teachers enjoy the challenge of working with students with disabilities and the opportunity to establish meaningful relationships with them. Although helping these students can be highly rewarding, the work also can be emotionally and physically draining. Many special education teachers are under considerable stress due to heavy workloads and administrative tasks. They must produce a substantial amount of paperwork documenting each student’s progress and work under the threat of litigation against the school or district by students’ parents if correct procedures are not followed or if the parents feel that their child is not receiving an adequate education, although recent legislation that has been passed is intended to reduce the burden of paperwork and the threat of litigation. The physical and emotional demands of the job cause some special education teachers to leave the occupation. 2.School districts do their best to integrate students with disabilities generally; small schools tend to do it better. 3. Fall vision conference provided a good opportunity for parents and service providers. 4. Federal support for students with disabilities. 5. Many sources of information are available. 6. Lack of state assessment data; reading below grade level; lack of student achievement data at the state level; lack of successful outcomes; needs assessment data and outcomes data (valid and reliable). 7. Need more parent education to ensure students are receiving services; communication with parents, birth to age 3,(more categorical programs); lack of parent information resources on a consistent basis; parents don’t seem to know sources for information; specialized. 8. Preparation for life post-school is insufficient; transition resources/career education; post secondary; attitudes and don’t see the need to provide self help, independent living skills, etc.   REFERENCES: American Educational Research Association 2004 Mike Holt, M.Ed. – The Institute for School University Partnerships, Texas A&M Univeristy http://www.sjcisd.org/grants/tech /Kelly_Barlow.htm Kelly Barlow Moorsbridge Elementary Portage Public Schools Voros, Sharon (1997). Managing your career: the new realities. Communication World. February 1, 1997 Slayton, Rick (2006). Rising demand for executives. HRM Guide Executive Search. Sept. 14, 2006. Available: http://www.hrmguide.com/jobmarket/supply-demand.htm Credit:ivythesis.typepad.com

INDIVIDUAL CAREER MANAGEMENT PORTFOLIO

INDIVIDUAL CAREER MANAGEMENT PORTFOLIO Having a career is a need of each individuals for them to reach thei...

Sample Research Paper on The Concept and Effects of Rehabilitation in the Workplace for Adults With Learning Disability

Introduction   The concept of learning disability (LD) covers a comparatively expansive collection of learning difficulties, which takes account of a disorder in one or more of the fundamental psychological courses supposed to be connected to a central nervous system dysfunction. This disorder generates troubles in speaking, listening, writing, understanding, and/or mathematics, and reveals a stern divergence involving perceptible possibility for learning and actual level of attainment (Lerner, 1997).   Moreover, LD is not limited to only the young. Adults are also susceptible to these kinds of disabilities. The area of LD is growing up. As the majority of its account expose, the LD notion was formerly theorized as an elementary school occurrence (Kavale & Forness, 1995). Along with the LD area enduring to progress, better awareness is now being aimed at adults with LD. For instance, Patton and Polloway (1992) confirmed how the journal literature tackling adults with LD has improved considerably over a 13-year period.     One subject rising in the literature is the increasing understanding that adults with LD comprise a comparatively distinctive population; they are not supposed to be seen merely as children with LD who has grown up (Zigmond, 1990). The features of adults with LD were assembled principally from follow-up research and frequently brought about an assessment of the adult with their own childhood to resolve whether childhood issues persevered into maturity. Polloway, Smith, and Patton (1984) appraised the literature from the standpoint of adult paradigms of development and recommended that the character of the issues transform with age; a concentration on childhood disability paradigms is too constricted and may possibly take no notice of issues particular to adult stages (Gerber, 1994).   This paper will look into a couple of works regarding the learning disabilities of adults, particularly with regards to their transition from acquiring youngster services into adult services. As these people with disabilities grow up, it is important to look into the dynamics of their world.      Learning Disabilities in the Work Setting   This part of the paper is going to discuss the work of Mpofu, Watson, and Chan (1999). Their work related to the effects of rehabilitation intervention in the workplace for adults who have been diagnosed with learning disabilities. Moreover, their work offered a concise historical account of LDs as a diagnostic class in adults, along with its etiology, evaluation, attributes, and effects for rehabilitation intervention in areas where people work. It particularly concentrates on individual and job elements connected to the work adjustment of individuals with LDs and how these are the foundation for rehabilitation interventions with this individuals.   Essentially, the study is of a qualitative framework. It analyzed the situation of considerably older people with learning disabilities through the use of past and existing literature. This study intended to find and build theories that would explain the relationship of one variable with another variable through qualitative elements in research. These qualitative elements does not have standard measures, rather they are behavior, attitudes, opinions, and beliefs. In looking into the discussions, the study provided an interpretative, naturalistic approach to its subject matter. This means that the authors carried out their work in their natural settings, attempting to make sense of, or interpret phenomena in terms of the meanings people bring to them. Accordingly, qualitative researchers deploy a wide range of interconnected methods, hoping always to get a better fix on the subject matter at hand.     All in all, the study has provided the literature a collection and presentation on the challenges in which adults with disabilities partake in with regards to their professional duties. Moreover, the study has also presented the reality of learning disabilities among adults. Thus, affirming the supposition that having a learning disability is indeed a lasting disorder for individuals. It therefore requires those in positions of influence to take in hand the issues that these individuals have to deal with regards to carrying out their jobs. In presenting the origins and possible causes of such disorders, the work of Mpofu, Watson, and Chan (1999) provided insightful discussions on the case of learning disabilities among adults.   College Bound Students with Learning Disabilities   Individuals with learning disabilities are increasingly taking up college courses in the recent years. The work of Satcher and Dooley-Dickey (1991) takes account of this issue. Their work intended to help those students with learning disabilities on their way to acquire a college education. Satcher and Dooley-Dickey intended to present a considerable amount of data to lend a hand to vocational rehabilitation (VR) counselors in resolving the eligibility of individuals with learning disabilities for college training aid and in creating an individualized written rehabilitation plans (IWRP’s) that replicate the requirements of these individuals in college.   Essentially, this study also emulates a qualitative form, wherein the discussions are based on past and existing literature regarding learning disabilities. However, particular attention is given on the steps that should be taken by VR counselors. Specifically, certain steps are actually stated and discussed by the authors to provide the particular requirements that VR counselors should take into consideration. Moreover, the discussions are more descriptive in the sense that it made use of observation as well as secondary data in order to discuss their point. In this method, it is possible that the study would be cheap and quick. It could also suggest unanticipated hypotheses. Nonetheless, it would be very hard to rule out alternative explanations and especially infer causations. The purpose of employing this method is to describe the nature of a situation, as it exists at the time of the study and to explore the cause/s of particular phenomena. The researchers might have opted to use this kind of research considering the desire of the researcher to obtain first hand data from the respondents so as to formulate rational and sound conclusions and recommendations for the study.   The effectiveness of their program has been highlighted in the presentation of the case study of Frank. This further reinforced their claim regarding adult learning disabilities. They noted that Frank needed to balance a difficult schedule and counseling in order for copes with his disabilities. Eventually, Frank graduated while maintaining a C average.   Generally, the work of Satcher and Dooley-Dickey (1991) emphasized the role of the counselor in the situation of the adult with learning disability. Not only does the presence of such professional assist in the development and growth of the person, but also provides a hand in adjusting to a more hectic life in college and which will eventually train them to real life situations. The paper appeared to be substantial for counselors since it serves as a sort of guidelines in which they could follow. In the context of adults with learning disabilities, it is an important addition to the numerous works that has been published with regards to the subject. It provides an outlook in which considerably young individuals (high school graduates) with learning disabilities are to be treated once they make this transition from being cared for as a youngster into someone that is going to avail adult services from society.      Conclusion   The acknowledgment of LD as a permanent circumstance has not been pursued with a parallel acknowledgment of the requirement for lasting services. As the LD area carries on to mature, development of services concerning postsecondary schooling, vocational instruction and services to perk up job proficiencies, academic capabilities, and psychosocial adjustment are indispensable. Noteworthy approaches have been accomplished, but the job is not in the slightest, realized. Special education and vocational rehabilitation have got to look for superior management of effort to accomplish maximum effect for both the education and rehabilitation procedure. It appears to be understandable that this is not an “either-or” condition but one that have need of the combination of best practices from both special education and vocational rehabilitation to guarantee that people with LD carry out their full potentials. Credit:ivythesis.typepad.com

Sample Research Paper on The Concept and Effects of Rehabilitation in the Workplace for Adults With Learning Disability

Introduction The concept of learning disability (LD) covers a comparatively expansive collection of learning difficulties, which take...

Teachers Training And Attitudes Towards The Inclusion Of Children With Special Educational Needs In russian Schools

p class=”MsoNormal” style=”text-align:justify;line-height:200%”> DISCUSSION Summary of Findings             The survey conducted during the process revealed a number of significant results based on the research objectives. In terms of the respondents’ awareness of students with special educational needs, majority of the teachers are familiar with this educational aspect. In addition, majority of the respondents are handling or have handled students with SEN. Most of the respondents also claimed that they were able to identify students with SEN by themselves. This however, appears to contradict on the apparent lack of training the respondents had gone through in relation to SEN management. Though there had been seminars for SEN management organized by local authorities, the lack of coordination between these authorities and the central government of Greece.               The participants also claimed that their lack of strong background or knowledge for managing children with SEN is typically worked out through research for further and more updated information from various publications. Survey results also indicated that majority of the respondents have not yet experienced designing educational programs for students with SEN. This has been related to the inflexibility of the Greek school curriculum as well as the lack of equipment for designing or conducting SEN programs.               The correlation analysis done for various survey variables also indicated significant relationships particularly in the attitude teachers have towards inclusion. The results showed that are very much open to the inclusion issue of students with SEN considering that majority of the participants have experienced handling SEN students; moreover, schools they are employed at also regularly discuss various possibilities for improving the management of students with special educational needs. The level of training, experience as well as the interest of the teachers to know more about SEN management appears to be related to their attitude towards inclusion as well. In particular, teachers who have SEN pupils in their classrooms believe in the capability of inclusion. Teachers who are also active in searching for additional resources regarding SEN management are those who have experienced handling SEN students.   Furthermore, teachers who have attended SEN seminars made them more confident and prepared in managing students with special educational needs. The results as well as the analysis then indicated that teachers who are not trained enough for SEN management or have less experience with SEN pupils have reduced drive to conduct their own researches that will improve their SEN teaching skills. In sum, training and experience play a crucial role in the attitude of the teachers towards inclusion.   Requirements for Inclusion             The results of this study clearly indicate that in order to promote a positive attitude on inclusion among teachers, certain requirements must be met. Several researches previously conducted had indicated these important requirements. These requirements are also necessary in order to support the learning of students with SEN. One of these essential requirements is sufficient funding. This particular requirement is necessary to support the establishment of learning institutions fit for the needs of students with SEN, conduction of trainings for teachers, development and assessment of SEN programs as well as enhancing existing teaching approaches. A total of 28 survey reports from 1958 to 1995 had been analyzed by (1996) and cited various requirements that teachers need in order to support SEN management and inclusion. These requirements include training, time, personnel resources and teaching materials such as curriculum resources and equipment.               Other authors have stressed that in order to make inclusion work for children with special educational needs, the curriculum should undergo total restructuring and radical changes. The utilization of separate curricula further promotes exclusion of students with special needs from those who can learn normally; thus, this requirement is essential (1997; 1994). Though this is considered a requirement, it should be noted that changing the curriculum to successfully carry out inclusion of SEN students is a challenging task. There are several reasons that support this statement.   The problems related on the formulation of the curriculum have always been connected to the inabilities of the children, when in fact such issue is brought about by curriculum inadequacy. Alongside this issue, others have argued on whether curriculum that was developed by special educators for disabled students should be so readily discarded. Although the curriculum for inclusion has been modified to suit the educational needs of the students, there is still a growing pressure for special schools to follow a core curriculum similar to the one applied in mainstream schools (1997).   Certain dilemmas and difficulties are encountered in designing a common curriculum that will meet all students’ need. For instance, students with disabilities may require special methods of instruction to compensate for their disability, or they may need special equipment or communication technology to enable them to learn from an unmodified curriculum (1997).   Inclusion, as well as the implementation of a modified curriculum, may be seem to be impractical and uneconomical for some as the closure of special schools and classes imply an end to many of the resources, expertise and other benefits. If disabled children will be included into mainstream schools, the outcome will not only require the utilization of  many resources needed by students with disabilities, but this will also place unfair burden on regular class teachers who are attempting to face several changes implied by the restructuring of the education system as a whole (1997).   Aside from changing the curriculum, relevant literatures also stressed the significance of training the teachers and instructors who will handle such classes. The people who will implement and take charge of the implementation, as well as those who will monitor and evaluate the outcomes of inclusion, should be properly designated and trained. For this purpose, the quality of teaching should be based on the different needs of students. Teachers should be able to sort out special children’s behavior and able to cope environment with the lack of resources. Professional training is not the only necessary and essential qualities educators should possess. Experience, ability, passion, and patience for the children with difficulties are also important and should be part of the training.   Aside from the curriculum and training,  (1997) also noted that an environment that will ensure maximum interaction among students with learning disabilities and their peers is also an important requirement for inclusion.  (1989) identified specific environmental requirements that would support the success of inclusion for SEN students. Specifically, classroom and learning environments should be age appropriate; close enough to the students’ home in order to minimize excessive time spent on traveling to school; provide program interaction within the school building; procedures shall be implemented to encourage interaction between students with disabilities and non-disabled students; and no more than ten percent of students in any school should have severe disabilities. It should be noted however that developing an environment appropriate for inclusion should not be based on Sailor’s view alone, but other needs and support should be considered and provided to the students as well.   Another important requirement of inclusion identified in this study is the presence of coordination among involved parties. The survey and results analysis of the study indicated that though there had been available training programs provided by the local authorities, the attendance to these seminars appears to be low; knowledge of the Greek educational setting implied that this matter is most likely brought about by the local authorities lack of coordination with the central government. With limited support from essential parties for inclusion implementation, this educational approach will continuously encounter obstacles such as unprepared instructors and negative views. Thus, in order for inclusion to work and be accepted, collaboration of important departments should be maintained. In particular, parents, teachers and other education professionals should work together in order to achieve inclusion success (1995).   Collaboration among teams for inclusion success depends greatly on their ability to combine teaching skills, work principles and responsibilities together (1990). By means of working as a team, gaps among educators can be reduced. In turn, this can enable them to make the most of each other’s professional expertise. For instance, general education instructors can share their knowledge for basic instruction curriculum and processes while special education teachers can share how to adapt other instruction and intervention techniques (1992).   The collaboration of the involved parties however, can be a challenging requirement to meet. Due to differences in personalities, preferences and ideas, conflicts among team members are likely. Among educators, the differences in their educational level could also be a source of conflict, affecting the success of applying inclusion. In this case, it is essential that the responsibility of each member is clearly defined. As stated by and associates (1993), the clarification of the member’s roles is considered the most significant element of applying collaboration as an inclusion requirement. It is also important that the educators must know how to express their expectations on teaching styles and student performance.   Attitude towards Inclusion             The findings of this study indicated that without the presence of the said requirements SEN management and the process of inclusion for students with special needs may not result to good learning outcomes. The results also stressed that the attitude of the teachers towards inclusion greatly depends on the level these SEN requirements are provided or made available. A number of studies had also explained this research outcome. The study of  and associates (1996) for instance, aimed to determine the perception of both mainstream and special educators’ towards inclusion through the use of focus group interviews.   The research concluded that the majority of the respondents who were not participating in any inclusive programs had strong negative thoughts and feelings about inclusion. Moreover, the participants stated that such system was impractical for decision makers to implement as it is not applicable to classroom realities. The teachers identified several factors that would affect the success of inclusion, including class size, inadequate resources, the extent to which all students would benefit from inclusion and lack of adequate teacher preparation ( 1996). This conclusion emphasizes that the lack of awareness or background on inclusion can make educators hesitant of applying this concept. Furthermore, the lack of training or knowledge regarding inclusion makes them incapable of realizing the positive side of allowing SEN students to attend mainstream schools.    (1992) conducted a similar research using secondary school teachers as respondents. Results showed that the differing levels of education of the teachers are an important determinant of their attitude towards the inclusion of handicapped children. Specifically, teachers who had completed a special education coursework have a more positive attitude towards inclusion. Similarly, a more positive attitude towards inclusion was displayed by teachers who had gone through inclusion in-service training than those without such training.    (2000) stated in their previous research that effective training for SEN educators play a crucial role in influencing their attitude towards inclusion. In a number of surveys, the significance of training for SEN educators has been overly stressed (1994). Not only does training enhance the capabilities of teachers, more importantly, training facilitates the establishment of positive attitude towards inclusion. This has been supported by the research results obtained by  (1990) and  (1992), which used tertiary college teachers as participants. Both studies were done in order to determine the attitude of the teachers towards the inclusion of SEN students to mainstream college courses. The findings indicated that teachers who received sufficient training to handle students with SEN expressed more positive attitudes and reactions on inclusion as compared to those who have not.    (1983) have stated that the ability or skills of the instructors to teach the students with special learning needs helps in fostering a positive attitude among teachers towards inclusion. Another study also concluded that the amount of knowledge as well as contact with SEN students influence the beliefs and attitudes of the teachers on inclusion and SEN management (1986). A more recent research noted that increasing the knowledge of the instructors on the inclusion of students with special educational needs could serve as a means of reducing the negative attitude of the teachers towards inclusion (1997).   The significance of knowledge and training background in influencing the attitude among teachers towards inclusion has been stressed in the research done by  (2000). Using 125 teachers from a suburban high school in Texas, the researcher made use of an inclusion survey in order to measure the attitude of the participants on inclusion. The survey, structured in four-point Likert format, considered four aspects which include academic climate, social adjustment on the part of the students, teacher training and academic content/teacher effectiveness. The researcher made use of ANOVA in order to analyze the data gathered. Based from the results, teachers who obtained a higher level of training for special education as well as those who have more experience handling SEN students were found to express more positive attitudes towards inclusion.   The research also revealed that teachers who have a negative perception towards inclusion view this educational approach as a hindrance to existing teaching practices and responsibilities. These teachers believe that instructors who are not prepared enough to handle inclusion can negatively affect the well-being and education of the students with special learning needs. Several researches in the past ( 1997; 1996) had also reported similar results where the negative outcomes of inclusion are often attributed to the teachers’ lack of support and training. On the other hand, the lack of confidence instructors have in handling inclusion may also speak of inadequate knowledge, skills and training. This study also revealed similar findings as the current study wherein teachers who have a positive attitude towards inclusion have the willingness to be assigned in mainstream schools with SEN students as well as search for additional information or educational practices that could help these students.               Aside from knowledge and strong background about inclusion, the results of this research found out that the experience of the teachers on handling students with special educational needs is also an important influence on the attitude of the teachers towards inclusion. The research of  (1996) also obtained similar findings. For a span of the three years the researchers studied the impact of inclusion in the state of Michigan. The findings showed that as the teachers gain more experience handling children with SEN increases, their confidence to teach children in inclusion settings also increases. The research finding seems to indicate that teachers’ negative or neutral attitudes at the beginning of an innovation such as inclusive education may change over time as a function of experience and the expertise that develops through the process of implementation. This finding is also similar to the ones obtained from previous studies.               The study conducted by and colleagues (1996) also obtained similar research results. The researchers found out that their participants favored the inclusion of children with SEN in mainstream schools. The researchers noted that teacher commitment often emerges at the end of the implementation cycle, after the teachers have gained mastery of the professional expertise needed to implement inclusive programs. This observation clearly suggest that as educators go through sufficient training and gain considerable experience teaching SEN pupils, the attitude of the educators on inclusion become positive as well. Experience was also identified as an important influence to the teachers studied in Colorado (1992). In this study, the researchers found that compared to regular teachers, instructors of special education expressed a more positive outlook on inclusion; this indicates that the experience of the latter influence their attitude towards the inclusion of SEN students to mainstream schools.               Some studies made a general conclusion on the factors that influence the attitude of the educators on SEN management and inclusion.  (1991) for example, asserted that the nature and level of support teachers receive are the most important determinants of attitude towards inclusion. Using the UK context, the researchers gave this conclusion based on the observed variations in the support provided by the Local Education Authority (LEA); the attitude of the local teachers on inclusion tend to vary as they receive different levels of support services, staffing and capitation.   Differing level of promotion for inclusion also affect the attitude of the teachers. Specifically, various authors (1998;  1990) stated that while other areas are actively promoting inclusive education for students with special educational needs, other locations go through slow education developments and changes. This then result to different levels of awareness and acceptance for inclusion.               The results as well as the discussion of this study clearly indicate the requirements and the attitude of the teachers towards inclusion are related to one another and contribute to its success. Inclusion must have access to various important requirements to be effective; the availability of these requirements on the other hand, does not only support the success of inclusion but also the development of a more positive attitude towards this educational approach. As expressed by a number of authors, how educators perceive various innovative education programs such as inclusion is considered one of the most important determinants of success.               Considering these findings, the implementation of the inclusion approach in the Greek education setting should then consider the beliefs and attitudes of the teachers and administrators towards inclusion. Though there were respondents who were positive about the inclusion approach, it is apparent that the teachers lack the training to handle SEN students in mainstream classes. It is then essential that the requirements for inclusion success are provided. For example, in order to increase the teachers’ level of awareness and background on inclusion, schools should play a big role in enhancing the knowledge of their instructors. Not only will this help teachers apply the proper approach for SEN management, but this will also be useful in resolving attitude issues related to inclusion. Those with little or no training at all on special education should be supported more that just the provision of one-shot orientation or one-day seminars. Continuous training and staff development opportunities that would lessen the teachers’ anxiety or resistance to inclusion should be provided instead.               As explained in the discussion, teachers should have access to various resources and teaching materials that will boost their confidence in teaching special students in mainstream classrooms. Training programs should then be designed in such a way that the participants can learn useful instructional procedures or view demonstrations for managing inclusive classes. Teachers should also be trained on how to use planning routines, instructional methods and techniques effectively to meet the needs of all their students. The training seminars and workshops for teachers should also include other useful teaching techniques and strategies such as behavioral management, curriculum-based measurement, team-teaching approaches, in-school networking as well as class-wide peer tutoring practices in order to allow for more intensive and focused instruction.   As inclusion would involve the placement of SEN students in mainstream schools, teachers who will handle these classes may also need coaching or training on how to handle the needs of the students other than learning. They may need to learn how to manage students with health, physical or sensory impairments and chronic learning problems. Teaching the teachers these techniques to the teachers will improve their preparedness for inclusion, enabling them to be more positive towards this approach. These programs should also enable the teachers to share their teaching and learning beliefs to each other; this will help them resolve their issues with inclusion as well as learn from other participating teachers. With this feature, collaboration among educators will also be facilitated. In order to gain considerable experience, teachers who will handle inclusive classes should be given the time to adjust to the new approach. In addition, a feedback system should be developed once this approach is applied; through this problem areas and issues can be addressed right away.   In terms of collaboration, school administrators should coordinate well with other helpful parties such as local education departments, the parents and the government. Rather than conduct different training programs, the level of special education knowledge among Greek teachers should be standardized. With this approach, teachers, even from different school areas, will have a good background on inclusion and SEN management.   An official agency or organization focusing on the development of children with special educational needs can probably be established to maintain teamwork among the cited parties. In this way, information exchange and communication among these groups will be easier; conflicts will also be minimized or addressed immediately. Having an official organization for this purpose will also ensure of the continuous development on the application of inclusion and the practice of SEN management in the country.   In general, school administrators, teachers, parents and relevant departments should develop a common objective for students with special learning needs. This will allow them to act in accordance to the achievement of this common educational goal. Educators on the other hand, should work together in order to give the best learning experience to the students, especially those with special needs. Efforts to develop and apply new teaching approaches should then be a continuous practice. Furthermore, means of fostering positive attitudes towards these new approaches should be utilized so as to achieve innovation success.   CONCLUSION             Inclusion involves the reorganization of mainstream schools, in such a way that every school is capable of accommodating all students irregardless of their disabilities. The principle behind inclusion is founded on the broad agenda of human rights wherein segregation of any from is considered morally incorrect. Previous researches have cited the advantages of this education strategy to the learning development of students with special educational needs.   Despite its benefits, educators express different attitudes towards inclusion. This study was then conducted in order to learn more about the training Greek teachers undergo to prepare themselves for inclusion as well as their attitude towards it. A total of 149 teachers were then asked to participate in a survey process. Results of the questionnaire were totaled and analyzed afterwards. Significant variables were also correlated.               The findings of the survey revealed that majority of the respondents are familiar with SEN and students who have them. However, the research also found out that this awareness is not supported by adequate trainings or educational background.  Though some of the respondents conduct their own researches to enhance their knowledge on SEN, majority did not receive any strong support that will make them more competent in handling inclusion. There were also seminars available for SEN management; nonetheless, only a few can attend them due to inadequate coordination among organizers and authorities. The respondents also cited that their experience in developing programs for SEN students is also limited mainly due to insufficient equipment and inflexible curriculum.               In the correlation analysis, other significant information was also gathered. Specifically, the analysis indicated that respondents who have gone through SEN training and seminars were the ones who realize the importance of inclusion for the special students. This has been indicated by their interest to attend relevant seminars and conduct personal researches for knowledge enrichment. In addition, teachers who are driven to learn more about SEN management and inclusion are those who have considerable experience in handling such students. From these results, a number of important findings can be drawn.               One of these important findings is that the efficacy of implementing inclusion depends on the availability of essential requirements. Training, curriculum modifications as well as the collaboration of relevant parties had been identified as essential from the results of this study. Gathered literatures have also cited similar requirements for inclusion. The essence of having these requirements present is not only for the achievement of inclusion success but also on the development of more positive attitudes towards it, especially among the educators.               As cited in other literatures, the success of the inclusion approach greatly depends on the outlook teachers have towards it. By means of providing the necessary requirements for applying inclusion in mainstream schools, teachers become more confident in handling special students in a regular class. Aside from confidence, supporting the teachers also help them adjust to new approaches involved in inclusive education. Fostering positive attitudes towards inclusion is also helpful in encouraging teachers to develop ways on how the inclusion approach can be developed further. With a positive attitude, the efficiency as well as the success of inclusion becomes more attainable.               The study results indicate that knowledge and experience are the two main components that teachers can gain out of the inclusion requirements. In turn, these two components help the educators develop a more positive attitude towards inclusion. These elements then share a strong connection with one another and should be considered as priorities in actual inclusion application. As the findings of the study revealed the inadequacy of trainings and preparation Greek teachers have for inclusion and SEN management, it is then essential that the cited factors are reconsidered. Integrating these will also help promote greater awareness as well as a more positive attitude for inclusion among Greek educators.               As a recommendation, local authorities organizing seminar on inclusion should start collaborating with the central government in order to achieve better participation among educators. Both parties should work together to increase the awareness and interest of the teachers on placing students with special educational needs in mainstream schools. By doing so, teachers will have more knowledge and skills in handling this new education approach. Aside from collaboration, school administrators should also support their teachers by encouraging them as giving them the opportunity to learn from these programs. Essential resources such as funds, training facilitators, equipment and time should be given to the teachers as well.               Teachers on the other hand, should also do their part to learn more about inclusion and its proper application. Rather than just sticking to conventional teaching practices, willingness towards change should be practiced among educators. By being more open to changes, educational development as well as learning enhancement that would benefit the students can be achieved. It should be considered that while inclusion may require major changes and adjustments, it possible capability of enhancing the learning development of students with special needs should be considered as topmost priority.               In conclusion, most of the Greek teachers are aware of what SEN is and the concepts of inclusion. Nonetheless, they would have to be provided with more support to handle this new education approach for students with special needs. This will also foster the positive attitude among teachers towards the inclusion approach. For this purpose, relevant parties should play their role in the inclusion process effectively. Furthermore, requirements that would make teachers more competent in handling SEN students should be made available, While there may be challenges in improving the training and attitude on inclusion among Greek teachers, it is essential for the educators to note that constricting oneself to norms will not achieve significant developments. Thus, approaches that could make help meet the needs of the special students should be considered.      Credit:ivythesis.typepad.com

Teachers Training And Attitudes Towards The Inclusion Of Children With Special Educational Needs In russian Schools

p class=”MsoNormal” style=”text-align:justify;line-height:200%”> DISCUSSION Summary of Findings The survey co...