Qualifications of Subject Teachers in Special Education Schools

Abstract

Teacher qualifications are essential to be able to teach children with special needs efficiently. Therefore the aim of this study is to determine the qualifications of subject teachers in special education schools in Turkey. In the study 20 subject teachers within the field of music, art and sports who worked in special education schools in Turkey participated. Qualitative research methods were used and the research data was collected using a semi-structured interview technique in the form of a questionnaire, collecting information about the teachers' knowledge on the field of special education, what problems they encounter and what needs they might have. The data was analyzed using content analysis. The results show that the subject teachers in this study do not possess adequate knowledge about the students' different disabilities and their characteristics. Beside the lack of knowledge the teachers also express a lack of tools, materials, and workshop rooms for art and music, a school gym, extra time, training, support services, in service programs, and collaboration with colleagues. Furthermore the teachers express insufficient qualifications in making lesson plans, teaching, assessing, managing the classroom, changing student behavior, and parent training. The teachers in the study expressed that the lack of training support and services, the lack of peer support and negative attitudes from colleagues and school administrators to subject teachers reduced their motivation and prevented them from teaching efficiently. All in all the lack in requirements can be divided into three respective ranking areas 1) teacher knowledge, 2) classroom materials, tools and equipment and 3) training, management and peer support. Even though the subject teachers express a seeking for support, the inadequate fulfillment of the requirements within the areas as mentioned above affect the teaching negatively and prevent the subject teachers from teaching children with special needs efficiently.

Perspectives of Teachers on Challenges of Teaching in Deaf Schools, Afghanistan

“…According to hypothesis H2, the study demonstrates that there is no significant difference between fields of the study with teachers' perception about challenges of teaching. This result is not in line with the previous study [9,11]. Respecting H3, the result illustrated that there is no significant difference between experiences of teaching with teachers' perception about challenges of teaching.…”

“…All in all the results of main variables (students, teachers, and educational content, and physical environment) are aligned with the other studies [9,[13][14][15]6]. This study has some limitations included lack of scientific resources, difficulties with the deaf teachers for answering questions, and hard access to schools due to security issues.…”

“…They suggested that to reduce burnout of the teachers, school administration should provide strategies that will enhance teamwork. Rasmussen and Kis [9] studied qualifications of subject teachers in special education schools, they found a lack in requirements can be categorized into three areas a) teacher knowledge, b) tools, equipment, classroom materials, and c) training, management and peer support. Ignoring each area can affect teaching negatively and disturb the subject teachers from doing their job efficiently.…”

Teacher Competencies and Qualifications for Support Services in Special Education Institutions

“…Teknolojik uyarlamalar hakkında öğretmenlerden elde edilen bulgular şunlardır; Kış (2018) tarafından gerçekleştirilen araştırmada, farklı branşlardan mezun olan ancak özel eğitim alanında çalışan öğretmenlerin planlama, değerlendirme, aile eğitimi ve öğrenci için işbirliği için gerekli donanıma sahip olmadıkları belirtilmiştir. Bununla birlikte özel eğitim alanında çalışan öğrtmenlerin temel özel eğitim (Yıkmış & Özbey, 2009) ve formasyon alanlarında sınırlıklara sahip olduklarına ve sorunlar yaşadıklarına ulaşılmıştır Karasu ve Mutlu, 2014).…”

“…It is seen that the findings obtained in this study are in parallel with the literature. For example, in the study conducted by Uçar-Rasmussen & Kış (2018), it was stated that teachers who graduated from different branches but worked in the field of special education do not have the necessary equipment for planning, evaluation, family education, and student cooperation.…”