In this article, we review and critique existing research on occupational stress and burnout among special educators. We also present a framework for organizing the literature base and introducing proactive innovations that will address professional needs and current shortcomings that will mediate the effects of stress.
A number of social, judiciary, and regulatory policies are intended to change current educational practices. Educational change, however, does not automatically occur as a result of policy adoption. Rather, educational change occurs as a result of leaders employing systematic procedures to bring about these changes. A growing philosophical, legal, and empirical data base supports the inclusion of students with severe disabilities in general education settings. This paper presents guidelines intended for educational leaders in effecting the change from segregated to inclusive school settings. Five systematic phases, or guidelines, are presented. In order to bring about successful inclusion of students with severe disabilities, leaders develop networks, assess resources, review options, install inclusion strategies, and provide a system of feedback and self-renewal.
Previous research has revealed various advisement strategies and computer control options in computer assisted instruction (CAI) modules. While these studies suggest that learner performance has rarely been optimized under learner control, those conditions under which the learner may demonstrate effective learner control warrant further study. This study was conducted to examine college level modules with feedback on current student performance. An analysis of the 2 (learner control, program control) X 2 (feedback, no feedback) X 2 (trained, untrained test questions) completely randomized factorial design indicated student performance was superior in modules which contained feedback on students' cumulative performance.
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