The percentage of male students who complete an undergraduate degree in the field of special education continues to be much lower than that of female graduates. Low status, low salaries, the perception of teaching as women's work, potential complaints of child abuse and sexual harassment, and a lack of male peer groups factor into this low percentage. Male teachers are needed to be positive role models for all children. The need for male teachers as special educators is paramount. The reasons for the gender disparity in special education are discussed based on the current literature, as is the need for possible strategies to encourage more male special educators.
The perceptions of fourteen teachers from fourteen different public schools about their changing roles and responsibilities as they moved into inclusive settings with students with severe disabilities were explored in this qualitative study. It discusses their experiences of cultural dissonance as they left the segregated culture of special education and attempted to assimilate themselves into general education classrooms, grades K-8. Their dilemmas, doubts, and hopes for the future are discussed as well as the challenges that attempted cultural assimilation presents for special educators.
A variety of instructional and technological advances have increased the availability of graduate education to students living in remote rural areas. This article describes three innovative practices that were instituted to enhance graduate courses provided to students through interactive television. These innovations included: (1) collaborative planning and co-teaching over interactive television; (2) combining two courses with similar content into one broadcast timeslot; and (3) incorporating on-campus Saturday meetings into distance education courses. It also addresses findings and comments of the follow up with participants.
In the cafeteria at East High School the two larger, circular tables to the left were apparently the tables informally designated for the students labeled with intellectual and developmental disabilities. Joshua sat in his wheelchair at one of the tables with another young man in a wheelchair, one male student and one female student each with Down syndrome, and three other students. Two paraeducators sat at the next table over watching the students closely. The nearest students without disabilities were a few tables away. There seemed to be a barrier of empty or mostly empty tables between the two groups of students. Stephanie was the only student without a disability to venture close to the tables, high-fiving Joshua and telling him that she would see him after her next class. The students labeled with intellectual and developmental disabilities had all finished their lunches and waited quietly for the bell. The other students moved constantly, throwing food, laughing, smiling, and running by in pairs or small groups.Stephanie later explained this apparent divide:
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