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ERIC Number: ED455660
Record Type: Non-Journal
Publication Date: 2001-Jun
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Conditions of Teaching Children with Exceptional Learning Needs: The Bright Futures Report. ERIC Digest E613.
Coleman, Mary Ruth
This digest summarizes the findings of a study commissioned by the Council for Exceptional Children to identify the variables that affect a special education teacher's ability to succeed and desire to continue in the field. Themes that positively influence the conditions teachers work in were identified including a sense of collegiality and professionalism, an environment of open and frequent communication, a supportive climate, availability of resources, and clarity of roles and responsibilities. Specific barriers to quality teaching performance were also identified including caseload (class size and composition), paperwork, and time for planning and collaboration. Also noted is the importance of administrative support. The report finds a growing gap between growing expectations of teachers (such as greater collaboration, parent and student counseling, and accountability for student learning) and a lack of resources (teachers spend an average of $500 of their own money per year on classroom supplies and materials). Recommendations to help create conditions that promote successful special education teaching include: defining the roles of special and general educators relative to students with exceptionalities, leveraging teacher time with technology and clerical support to reduce the paperwork burden, and creating a career continuum in special education. (DB)
ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5709. Tel: 800-328-0272 (Toll Free); Fax: 703-620-2521; e-mail: ericec@cec.sped.org. For full text: http://www.ericec.org.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA.