More students with disabilities (SWDs) are being educated in general education classrooms than ever before, resulting in higher expectations for the abilities of general education teachers to meet ...SWDs' educational needs. Yet few recent, quantitative studies have examined if teaching SWDs influences general education certified or special education certified teachers' decisions to leave their school. We fit multilevel logistic regression models to a large state administrative dataset in order to examine (a) if the percentage of SWDs a teacher instructs was associated with turnover, (b) if this association varied by student disability, and (c) how these associations were moderated by special education certification. The percentage of SWDs in teachers' classes was associated with an increase in the odds of turnover after controlling for teacher, classroom, and school characteristics. This association was moderated by special education certification such that there was not an association between the percentage of SWDs in these teachers' classes and their odds of turnover. Teaching students with emotional/behavioral disorders was associated with a large increase in the odds of turnover for all categories of teachers. Results suggest the need for more training and supports for teachers with SWDs in their classrooms.
Educational Impact and Implications Statement
The results of this study suggest that the odds of teacher turnover increased when teachers without special education certification taught classes with higher percentages of students with disabilities, particularly students with emotional/behavioral disorders or autism. These associations were moderated by special education certification such that there was no association, or a negative association, between the percentage of students with disabilities and turnover when the teacher was certified in special education.
High rates of attrition make it challenging for schools to provide qualified special education teachers for students with disabilities, especially given chronic teacher shortages. We synthesize 30 ...studies from 2002 to 2017, examining factors associated with special educator attrition and retention, including (a) teacher preparation and qualifications, (b) school characteristics, (c) working conditions, and (d) teacher demographic and nonwork factors. Most studies examined working conditions (e.g., demands, administrative and collegial supports, resources, compensation) among special educators who left teaching, moved to other positions, transferred to general education teaching, or indicated that they intended to stay or leave. The majority of researchers used quantitative methods to analyze national, state, or other survey data, while eight used qualitative methods. Our critique identifies both strengths and weaknesses of this literature, suggests research priorities, and outlines specific implications for policy makers and leaders.
This book is the ultimate guide to making sure that you are not only meeting the requirements, but are improving outcomes for children and young people as well. Written for all professionals working ...in the field, it covers: (1) The broader Children and Families Act (2014); (2) The role of the local authority; (3) Guidance on all the key changes that school leaders, SENCO's, and staff are concerned about; and (4) Case studies of settings across the 0-25 age range, including maintained schools, academies, free schools, and specialist and alternative provision. Whether you work in education, health, or social care, or are training to do so, this book will genuinely improve your provision and practice for children and young people with SEND.
It seems appropriate to link the term accessibility back to the right of all people to access the opportunities promoted in/by contexts that should arise from universal perspectives, the only ones ...capable of predisposing accessibility by overcoming separations and categorizations. The intersection of relevant concepts – accomodation, accessibility, usability, desire, autonomy and orientation – can give direction and meaning to research in school contexts by aiming to investigate practices and by generating a reflection aimed at understanding the change that those same practices promote on everyone’s learning.
Cette étude a pour but d'examiner l'utilisation des services de soutien et des mesures d'accommodements chez les étudiants ayant un TDAH à l'éducation postsecondaire, ainsi que les perceptions ...d'efficacité de ces ressources. Des entrevues semi-structurées ont été réalisées auprès de 29 étudiants ayant un TDAH, provenant de collèges (n = 10) et d'universités (n = 19) du Québec. Les résultats montrent que les participants utilisent une variété de services de soutien et de mesures d'accommodements. Le supplément de temps et le local adapté pour les examens ressortent comme les mesures d'accommodements les plus utilisées. Les perceptions d'efficacité sont plutôt partagées, puisque plusieurs obstacles nuisent à la pleine efficacité de certaines mesures. Le vécu des participants informe les établissements postsecondaires des problèmes qui doivent être abordés pour maximiser l'efficacité de leurs services et pour offrir aux étudiants un environnement leur permettant de performer à la hauteur de leur potentiel. Mots-clés : TDAH, étudiants postsecondaires, accommodements raisonnables, services de soutien, expérience This study aims to document the use of support services and accommodations among students with ADHD in postsecondary education, as well as examine the perceptions of the effectiveness of these resources. Data were collected by conducting in-depth individual interviews with 29 students with ADHD from Quebec colleges (n = 10) and universities (n = 19). The results show that a variety of support services and accommodation are used by participants. Additional time on exams and testing in a separate room are the most used. Perceptions of effectiveness are rather mixed, since several obstacles affect the full effectiveness of some accommodations. The voices of participants inform postsecondary institutions of the issues that must be addressed to maximize the effectiveness of their services and to provide students with an environment that allows them to perform to their potential. Keywords: ADHD, postsecondary student, reasonable accommodation, support services, experience
While many distinctions between 'special' and 'inclusive' education have been made and continue to be forcefully debated, the two concepts remain strongly evident in policy and practice in many ...countries. This paper discusses the interrelated history of these concepts. It explores how conceptualisations of them have changed since Salamanca and reflects on whether inclusive education has, can or should replace special education. It considers the extent to which 'special' and 'inclusive' education are understood as the same or different today. The paper argues for a clear a distinction to be made between how special educators can work in support of inclusive education and the task of inclusive education which addresses the barriers to participation faced by members of marginalised groups.
Building on the formative work of "High Leverage Practices (HLP) for Inclusive Classrooms," this critical companion explores how HLP can be applied to the education of students with extensive support ...needs (ESN). Each chapter walks readers through a different HLP, exploring its implications for students with ESN and aligning it with current practice, supports, and terminology. Edited by researchers and teacher educators with decades of experience in serving students with ESN and their teachers, this book is packed with rich examples of and detailed supports for implementing HLPs to ensure every student has access to all aspects of their school community.
A practical guide to the SEND Code of Practice for trainees, teachers and other health and social care professionals working with children and young people who present with special educational needs ...or disability. Parents, carers and families of these children will also find it invaluable.
This accessible guide sets out the statutory rules and responsibilities for all those involved as detailed in the code of practice and helps you to understand and interpret these in context through case studies and critical insights. It fills the gap between policy and practice for all those working in this area from primary through to FE.
Professionals and practitioners will be able to identify complexity and dilemmas, understand perspectives that may be different from their own, and consider theoretical frameworks that encourage and support critical thinking and reflection.
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