(Stempien & Loeb, 2002, p. 258)
Many experts feel that the issue of attrition is probably the number one reason why there is a teaching shortage at all and that creating systems that are inclusive of special training, growing professional development continued education programming as well as empowering teachers to be influential in their environment would likely greatly help the circumstances.
The retention of public school teachers has been an issue of continuing concern in education. Some studies reveal that bright college graduates are less likely to enter the teaching profession, and that even if they do, they leave in a short period of time (Murnane, Singer, Willett, Kemple, & Olsen, 1991; Schlechty & Vance, 1981). This phenomenon causes concerns about the quality of the teaching force. In addition to the issue of quality, high rates of teacher attrition disrupt program continuity and planning, hinder student learning, and increase school districts' expenditures on recruiting and hiring (Shen, 1997, p. 81)
The "reality shock" that is the unwelcoming feeling for new teachers needs to be curbed by preparedness training, especially in special education, as diversity will continue to guide the student population and teachers need to understand the reality before they arrive to take over the situation. "Teachers just entering the classroom...
This creates a problem in education, as there is already a disproportionate demand for Special Education teachers, while there are not enough to meet the demand of the increasing numbers of students needing their services. Specifically, Whitaker also mentions the following factors in contributing to the isolation problem and the lack of teacher retention: 1) a lack of preparation for the realities of the profession; 2) a reluctance in teachers
(Fondacaro, 2001) Reported is a convenience sample of 12 students, 10 boys and 2 girls in the age range from 8-13 which was taken from nine public school and three private elementary schools in south New Jersey. The twelve students in this study were diagnosed as having Asperger's syndrome. Data was collected through semi-structured field interviews with special education and regular education teachers. Data was coded by the researcher
Each of these are defined by these authors as follows: General curriculum alignment: "A team might decide that the student can benefit from placement in general education and participate in some or all of the curriculum. Although the child may receive extra help and remediation, he or she would essentially be evaluated with the same instruments and processes as other children in the class." (Price, Mayfield, McFadden and Marsh, 2001) Adapted
special education has changed dramatically. Gone are the days of the special classroom down the hall where special education students were hidden away and kept from the general student population. Gone are the days when special education students were given comic books to read and passed because they were there. Civil rights mandates of the 1960's turned the world of special education inside out and today, four decades later,
It is also worth noting that the evolving nature of special education can be attributed to the cultural changes, family values, and civilizations taking place. Research attitudes towards people with special educational needs exhibit considerable variation as one move from one culture to the other. Findings show that people of different culture may perceive the similar conditions differently. For instance, Yoruba perceived that albinism as a punishment from God (Wilson,
"By the 1980s, the field had moved to a functional skills model. As the evidence for this approach mounted, the field refocused on age appropriate skills and knowledge performed in authentic settings and the functional life skills curriculum became best practice. The functional, age-appropriate curricular focus resulted in these students demonstrating skills and knowledge not thought possible earlier" (Quenemoen, 2008). In the 1990s, added significant new practices were acknowledged as
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