Pengembangan keprofesionalan secara berkelanjutan untuk melakukan sebuah transfer kepada siswa menjadikan sebuah pendidikan dan pelatihan (diklat) cukup dibutuhkan dalam pengembangan mutu seorang ...guru. Guru SLB memiliki peran untuk memberikan bekal untuk siswanya bekerja setelah lepas dari sekolah. Keterampilan tata graha / housekeeping merupakan kompetensi wajib dimiliki oleh anak tunagrahita di SLB, dengan kompetensi tersebut lulusan SLB dapat bersaing di dunia kerja. Analisis kebutuhan diklat (AKD) dilakukan sebelum diklat dilaksanakan, tujuannya ialah menjadikan diklat tepat sasaran, efektif dan efisien. Instrumen AKD merupakan bagian esensial dari pengumpulan informasi untuk AKD. Tidak tersedianya pedoman AKD untuk pelaksanaan diklat housekeeping untuk guru SLB tunagrahita, serta kebutuhan kompetensi housekeeping untuk mengajar dan membimbing siswa tunagrahita cukup tinggi, maka pengembangan instrumen AKD menjadi solusi yang cukup baik. Tujuan penelitian ini ialah mengembangkan instrumen analisis kebutuhan diklat guru SLB tunagrahita pada bidang housekeeping, sebagai upaya pengembangan diklat yang tepat sasaran, efektif dan efisien. Metode yang digunakan dalam penelitian ini ialah Design and Development (DnD) dengan langkah pengembangan yang melakukan uji validitas, uji reliabilitas, uji keterbacaan serta uji coba terbatas. Hasil dari pengembangan instrumen menghasilkan tanggapan baik dari responden terhadap hasil uji keterbacaan serta uji coba terbatasnya, secara umum pengembangan ini dikatakan layak digunakan untuk pengembangan kurikulum AKD. Kata Kunci: AKD; Guru SLB; Instrumen; Tata Graha; Tunagrahita Abstract Continuous professional development quite needed in developing the quality of a teacher. Special school (SC) teachers have the role of providing provisions for their students to work after leaving school. Housekeeping skills are mandatory competencies for intellectual disabilities, with these competencies special school graduates can compete in the world of work. Training Needs Analysis (TNA) is carried out before the training, the aim is to make the training right on target, effective and efficient. The TNA instrument is an essential part of gathering information for TNA. The unavailability of TNA guidelines for the implementation of housekeeping training for SC teachers, and the need for housekeeping competence to teach and guide intellectual disabilities is quite high, so the development of TNA instruments is a fairly good solution. The purpose of this study was to develop an instrument for analyzing the training needs of intellectual disabilities teachers in the field of housekeeping, as an effort to develop targeted, effective and efficient training. The method used in this research is Design and Development (DnD) with development steps is validity tests, reliability, readability and limited trials. The results of this research resulted in good responses from respondents, in general this development is said to be suitable for developing the TNA.
Palabras-clave: Educación especial, profesor de educación especial, innovación pedagógica, aprendizaje por experiencia Abstract: This paper presents results of the exploratory phase of a study ...carried out in Peru between November 2021 and July 2022 with teachers who attend the modality called special education. The aim of the study was to know the aspects that these teachers accentuate as characteristic of their work as carried out under the conditions of distance-learning imposed by COVID-19. The findings are substantial to continue with inquiries about training processes, practical learning, and innovative solutions that allow special education teachers to have the necessary conceptual and procedural tools. Keywords: Special education, special school teacher, teacher education, educational innovation, experiential learning 1.Introducción El presente artículo forma parte de una investigación más amplia intitulada Programa de atención a la diversidad y apoyos educativos para mejorar la formación de los estudiantes de la carrera profesional de educación primaria.
특수학교 교사의 체육 수업 걱정거리 분석 이웅배; LeeUng-bae; 구교만 ...
한국체육학회지,
01/2017, Volume:
56, Issue:
1
Journal Article
본 연구는 특수학교 교사들의 체육수업에 대한 걱정거리를 알아보고 분석하는데 그 목적이 있다. 이러한 목적을 달성하기 위하여 강원도 내 특수학교에서 근무하고 있는 특수교사 77명을 대상으로 개방형 질문지를 사용하여 체육수업에 대한 걱정거리를 조사하였다. 자료처리는 귀납적 내용분석 방법을 사용하였으며 분석된 결과는 다음과 같다. 첫째 특수학교 교사들은 체육 ...수업을 계획하는 과정에서 교육과정, 개별화교육, 학생들의 참여, 수업 환경, 교사의 전문성, 그리고 안전문제를 걱정하고 있었다. 둘째, 특수학교 교사들은 체육 수업을 진행하는 과정에서는 수업 내용 선정 및 운영, 학생들의 장애, 수업 환경 그리고 안전 문제를 걱정하고 있었다. 셋째, 특수학교 교사들은 체육 수업 시 학생들을 평가하는 과정에서 평가기준 및 방법, 목표 성취, 학생 요인, 평가에 대한 환류 그리고 평가 환경을 걱정하고 있었다.
The purpose of this study was to identify and analyze key concerns of the special school teachers regarding PE classes. Towards this end, the key worries stemming from PE classes were surveyed by 77 teachers teaching in special schools in Gangwon province to fill in the prepared questionnaires. The data processing was conducted by employing an inductive content analysis method: The results are followings. First, the special school teachers were primarily worried about curriculum, individualized education program, student participation, class environment, professionalism of teachers and safety concern in planning their PE classes. Second, the special school teachers were primarily worried about selection of class topic and implementation, disability of handicapped students, class environment and safety issue in performing the PE classes. Lastly, the special school teachers were primarily worried about performance assessment criteria and method, factors intrinsic to students, feedback on performance assessment results as well as assessment environment in assessing their students during PE classes.
본 연구의 목적은 특수학교에 근무하는 초·중등 교사들이 지각하는 다문화 태도가 다문화 효능감에 어떠한 영향을 미치는 지를 알아보는 것이었다. 이러한 목적을 달성하기 위하여 경기도 지역 특수학교에 근무하는 초·중등 교사 203명을 연구대상으로 하였으며, 연구방법은 양적 연구의 일환으로 설문조사를 실시하였다. 이러한 연구과정을 통해 얻어진 구체적인 연구결론은 ...다음과 같다.
첫째, 특수학교 교사의 다문화 태도에 대한 일반적 배경변인별 평균 차이 분석에서는 교육경력별, 다문화가정 자녀 지도경험 유무별, 다문화 관련 연수수강 횟수별에 따른 다문화 태도의 전체 및 하위영역에서 교사집단 간 유의한 차이가 있다. 둘째, 특수학교 교사의 다문화 효능감에 대한 일반적 배경변인별 평균 차이 분석에서는 성별, 교육경력별, 다문화가정 자녀 지도경험 유무별, 다문화 관련 연수수강 횟수별에 따른 다문화 효능감의 전체 및 하위영역에서 교사집단 간 유의한 차이가 있다. 셋째, 특수학교 교사의 다문화 태도와 다문화 효능감 간에는 유의한 정적 상관관계가 있으며, 다문화 태도의 하위영역과 다문화 효능감의 하위영역 간에도 모두 정적인 상관관계를 나타내었다. 넷째, 특수학교 교사의 다문화 태도가 다문화 효능감에 미치는 영향관계에서는 다문화 태도가 다문화 효능감의 하위영역인 일반기능 영역, 수업기능 영역, 인간관계 증진 영역, 다문화가정 배려 영역 모두 유의한 영향을 미치는 것으로 나타났다.
The purpose of this study was to explored the impacts of multicultural attitudse recognized by elementary, middle, and high school teachers at special school on multicultural efficacy. Detailed study results are as follows.
First, the analysis of average differences in general background variables about special school teachers’ multicultural attitudes showed differences between teachers in overall and sub-areas of multicultural attitudes depended on teaching career, experience of teaching students from multicultural families and the number of cultural diversity training courses that teachers took. Second, the analysis of average differences in general background variables about special school teachers’ multicultural attitudes showed significant differences between teacher groups regarding overall and sub-areas of multicultural efficacy depended on gender, teaching career, experience of teaching students from multicultural families and the number of cultural diversity training courses that teachers took. Third, the correlation analysis between multicultural attitudes and efficacy of special school teachers showed that there was a statistically significant positive correlation, In addition, all sub-areas of multicultural attitudes and those of multicultural efficacy perceived by special education teachers have a positive correlation. Fourth, the analysis on the influence of special school teachers’ multicultural attitudes on multicultural efficacy demonstrated that multicultural attitude had statistically significant influence on general functions, instructional functions, promoting relations between individuals, thoughtfulness of multicultural families which are classified under multicultural efficacy.
21st century learning requires Special School teachers to have knowledge and skills in implementing technology-based learning strategies to facilitate and facilitate student learning and improve ...learning outcomes. This study aims to analyze the ability of Technological Pedagogical Content Knowledge (TPACK) and digital e-scaffolding in Special School teachers. This type of research used descriptive quantitative. The sample in this research is Special School teachers. Data collection using a questionnaire. Data analysis using descriptive statistics. The results showed that the ability of Special School teachers to integrate and utilize TPACK and computer and internet-based digital e-scaffolding for learning students with disabilities was in the good category. The results of this study show that 78% of Special School teachers have been able to utilize TPACK and digital e-scaffolding in learning for students with disabilities. TPACK skills and digital e-scaffolding are needed by Special School teachers to integrate and utilize technology that supports the learning of students with disabilities. The novelty of this research is to simultaneously analyze TPACK and e-scaffolding because much research has been done on TPACK but research on TPACK and digital e-scaffolding is still limited.
This study replicated the effects of written instructions followed by a training package consisting of video modeling, voiceover instructions, and performance feedback on preference assessment skills ...acquired by Japanese special school teachers. A single-subject research design was used. The effects of written instruction were evaluated followed by a video modeling and performance feedback on participants’ Multiple Stimulus Without Replacement (MSWO) assessment. Two women and a man (age range, 22 to 45 years) without previous training in MSWO assessment participated in the study. Their performance was evaluated based on the percentage of correctly implemented MSWO assessment steps. The results suggested that written instructions followed by the training video and performance feedback were effective in helping participants learn to implement the MSWO. The participants also successfully conducted the MSWO for a child with atypical responses. These findings are crucial for conducting preference assessments and supporting children with disabilities by utilizing their preferences for Japanese teachers who support children with disabilities.
For learners with complex communication needs (CCN), teachers in special schools are encouraged to use a variety of communication techniques to help them participate in various classroom activities. ...Studies show limited data on the use of effective augmentative and alternative communication (AAC) strategies in special schools. The primary purpose of this study was to describe teacher perspectives on the use of AAC devices that they use in their classrooms in rural areas. We employed a qualitative methodology that included in-person interviews and focus groups. The focus group and face-to-face sessions each had 3 and 8 participants, respectively. Three main themes, namely modes of communication, training, and challenges and 12 subthemes were identified. We found that teachers employed pictures to improve communication of learners with CCN. We also discovered that since teachers didn’t use speech generating devices (SGD) frequently, they had trouble using them. The use of SGDs, one of the assistive technology tools that could be used to improve communication of learners with CCN, requires extensive teacher training, according to research. Further research is required to establish the efficacy on the use of AAC devices in special schools in rural areas.
Effective training programs for managing people with challenging behaviors should be established in both welfare and education settings, as it is important that the support system for challenging ...behaviors covers the entire life span. For consistent support, it is necessary to understand the difficulties and needs of support staff in caring for people with challenging behaviors from infancy through adulthood. The purpose of this study was to gather data from welfare facility staff and special school teachers regarding their difficulties and needs for managing challenging behaviors, and to determine the differences between teachers and staff members.
We investigated Japanese special school teachers (
= 317) and the staff of welfare facilities for intellectual disabilities (
= 202) regarding their difficulties and needs. The questionnaire comprised 23 items related to the needs and difficulties in responding to challenging behaviors.
Three factors were extracted from the analysis of the survey items: "Difficulty in coordination and information sharing with other organizations," "Difficulty in the workplace," and "Difficulty in support and response." The overall trend was that welfare staff have more difficulties and needs than special school teachers.
It is necessary to emphasize not only how to respond to challenging behavior but also the importance of establishing a collaborative system within the workplace and with other organizations for staff training in light of their perceptions of working conditions.
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