NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED531577
Record Type: Non-Journal
Publication Date: 2010
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Challenges of Inclusion and Collaboration: Understanding the Needs of Novice Special Education Teachers. Induction Insights. Supporting Special Education Teachers - Administrators [AII-01]
National Center to Inform Policy and Practice in Special Education Professional Development
Learning to interact with other adults in a positive and productive manner is an important dimension of learning to teach. Novice special education teachers rely on others for support as they navigate the school culture, learn policies and procedures, and work to solve problems. Although interactions with adults can be helpful, they also can be challenging. Novice special education teachers are more likely to stay in teaching when they feel supported and part of the school community. Problematic interactions and communication may lead to perceptions of poor school climate, a factor associated with special education teacher turnover. An understanding of novice special education teachers' concerns can help administrators prepare mentors and plan more relevant induction programs. This Brief looks at these teachers' concerns related to inclusion, collaboration with general education teachers, and interactions with other adults. It offers some suggestions that administrators might use to help new teachers succeed.
National Center to Inform Policy and Practice in Special Education Professional Development. 1403 Norman Hall, P.O. Box 117050, Gainesville, FL 32611. Tel: 352- 273-4259; Fax: 352-392-5929; e-mail: NCIPP@coe.ufl.edu; Web site: http://ncipp.education.ufl.edu
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP)