ERIC Number: ED457632
Record Type: Non-Journal
Publication Date: 2000-Oct
Reference Count: N/A
Bright Futures for Exceptional Learners: Technical Report. Conditions for Special Education Teaching: CEC Commission Technical Report.
Coleman, Mary Ruth
A survey was conducted to investigate special education teaching conditions. A total of 246 special education teachers, 158 special education administrators, 110 principles, and 72 regular education teachers responded to survey questions that addressed the availability of appropriate materials, the provision of suitable physical facilities, the level of satisfaction for items related to teaching children with exceptionalities, collegiality/professionalism and communication, and the development of Individualized Education Programs. Findings indicate: (1) administrators took a more positive view of the conditions for teaching students with exceptionalities than teachers did; (2) general education teachers have students with exceptional learning needs in their classes, with the largest group being students with learning disabilities; (3) special education teachers report feeling isolated from, and having few opportunities to collaborate with other teachers; (4) teachers in both general and special education report having little or no time to talk and plan collaboratively for students with special needs; (5) special education teachers reported they often do not have the resources and materials they need; and (6) the top three concerns of special education teachers were caseload, time for planning, and paperwork. Appendices include the mission statement and the code of ethics of the Council for Exceptional Children. (CR)
Descriptors: Codes of Ethics, Disabilities, Elementary Secondary Education, Individualized Education Programs, Professional Isolation, Regular and Special Education Relationship, Special Education Teachers, Teacher Attitudes, Teacher Collaboration, Teacher Surveys, Teaching Conditions, Teaching Load
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.; Council for Exceptional Children, Arlington, VA.