The leadership roles of Saudi special education teachers from their own perspectives

Khasawneh, Mohamad Ahmad Saleem

doi:10.17485/ijst/v13i25.110

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…However, these programs are still questionable as to how well they can prepare teachers. Teachers have always been dissatisfied with pre-service programs as they focus more on theoretical aspects rather than practical issues that teachers face in reality (Gajendran, 2020). Most of the pre-service preparation programs provided to SE teachers consider the issues of inclusive education (Alquraini and Rao, 2018).…”

Section: Profession Of the Field Of Disability In Saudi Arabiamentioning

confidence: 99%

Professionalism and the challenges of inclusion: An evaluation of special education teachers' practice

Algraigray¹

2023

Int. j. adv. appl. sci.

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This research paper critically examines the role of professionalism in shaping the practice of special education (SE) teachers. Working with students with diverse needs, SE teachers face complexities and contradictions in their profession. Despite the initiation of inclusive education in 1994 as a promising concept to support students with disabilities, its effective implementation remains elusive. Therefore, this study delves into the educational system and regulatory frameworks that govern teacher work to identify areas of improvement. Qualitative methods were employed to explore the impact of accountability activities, particularly standards-based tests, on SE teachers' professionalism. The findings reveal a negative influence of such activities on their professional autonomy and well-being. The prevailing nature of educational systems that restrict teachers' authority and collaborative opportunities appears to contribute to stress and ethical dilemmas. Interestingly, the study contradicts prior research by indicating that SE teachers' professionalism is not necessarily linked to the successful implementation of inclusion. The research underscores the significance of autonomy and flexibility for SE teachers, allowing them to tailor their approaches to meet the needs of students with disabilities effectively. This autonomy contributes significantly to the successful integration of inclusion practices. Moreover, the study emphasizes the crucial role of autonomous education systems in fostering teacher practices in inclusive classrooms and facilitating the development of knowledge and skills among students with disabilities. Overall, this research enhances our understanding of how empowering education systems can foster a conducive environment for SE teachers, consequently benefiting students with disabilities in inclusive settings.

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Section: Profession Of the Field Of Disability In Saudi Arabiamentioning

confidence: 99%

Professionalism and the challenges of inclusion: An evaluation of special education teachers' practice

Algraigray¹

2023

Int. j. adv. appl. sci.

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“…Other research results explain why highly sensitive and compassionate instructors of children with special needs are also more likely to experience second-transmission stress (STS). This is a result of the fact that empathy is one of the key factors that might contribute to someone experiencing prolonged stress (Khasawneh, 2020).…”

Section: Introductionmentioning

confidence: 99%

An outline of the professional quality of teachers who teach children with special needs

Darawsheh,

Asha,

AbuSaif

et al. 2023

JEELR

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The term "professional quality of life," sometimes abbreviated as "ProQOL," refers to an individual's evaluation of the positive aspects of his or her working life. This frame may be categorized in two different ways. Compassion Fatigue (CF) is undesirable, yet Compassion Satisfaction (CS) motivates people to feel good about their job and, as a consequence, assist other people. Compassionate fulfillment is one of the most admirable qualities (CS). This study's goal is to get a thorough understanding of ProQOL in the teaching profession for kids with special needs because the great majority of prior research on ProQOL was conducted on health professionals. This quantitative study did not use any type of experimental approach, yet it included the participation of 171 students with special needs educators. The obtained data indicate that teachers of students with special needs have a generally favorable perception regarding the environment in which they work. To provide one illustration: To mention one specific example, this does not always indicate that there are low incidences of STS or burnout. The majority of students with special needs teachers (77%) were operating at a level of burnout that was classified as Medium-High, and the majority of those instructors (72%) also had an STS level that was classified as Medium-High. The study recommended using the appropriate programs that raise the teachers’ professional levels to match the requirements of teaching students with special needs.

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Enhancing special education programs’ curricula for students with intellectual disabilities in saudi arabia: A call for personalized approaches and inclusive practices

Alnahdi,

Alwadei,

Alharbi

2024

Research in Developmental Disabilities

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The leadership roles of Saudi special education teachers from their own perspectives

Cited by 4 publications

References 20 publications

Professionalism and the challenges of inclusion: An evaluation of special education teachers' practice

Professionalism and the challenges of inclusion: An evaluation of special education teachers' practice

An outline of the professional quality of teachers who teach children with special needs

Enhancing special education programs’ curricula for students with intellectual disabilities in saudi arabia: A call for personalized approaches and inclusive practices

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