A review of methods of improving the resource room for special education.
Written in 2008; 818 words; 4 sources; APA; $ 29.95
Paper Summary:
The paper notes that a resource room special education teacher must work with a variety of students of varying needs, all at the same time. The teacher must meet the needs of students with a number of disabilities, which may include autism, emotional problems and learning difficulties. The paper shows how this philosophy does not allow the teacher to provide education for the individual student in the least restrictive environment, as these students require special education that is specific to their particular circumstance. This paper explores the proposal that policies within the special needs department must be made that provide more specialized teachers for each group of students with a particular type of disability.
Outline:
Teacher Qualification
Time Management
Teacher Retention
From the Paper:
"Special education is a highly specialized field making teacher retention an even more important issue than in the general population of teachers. Teaching a diverse array of students with specialized needs increases the workload of teachers more than those who only have to concentrate on a single subject. When teachers become overwhelmed, they are likely to experience higher amounts of job related stress. This stress translates into job dissatisfaction and can lead to lower teacher retention (Greiner & Smith, 2006). The proposed strategy would reduce teacher workload by allowing them to concentrate on the needs of only one group of students. They could become more proficient in the needs of this particular group of students, resulting in fewer job related stresses."
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