The Role of Teachers in Special Education Free-Samples for Students

Question: Discuss about the Role of Teachers in Special Education. Answer: Research background Integration is one of the essential elements, which provides an escape to the special students from their crippleness. Herein, the role of the teachers plays an important role. Delving deep into the issue, the teachers are the agent, who shapes the academic life of the student (Giangreco, 2013). If teachers back out then, the students, especially the special ones would be deprived from getting quality education. The generalization of the issue contradicts the limitation of this research on Saudi Arabia. However, focusing on the differences in the attitudes of the teachers in the schools of Saudi Arabia, especially the integrated and the special schools would establish relevancy with the requirements of the research (MacFarlane Woolfson, 2013). This research would attempt to speculate the attitude of the teachers towards the upliftment of the specially challenged students. Selection of this issue as a research topic would reflect the approach of the research towards providing a stabl e identity to the student, who are a little different from the mainstream issues. Problem statement In the present rat race, education has also attained the tag of economization, which deprives the students from getting basic and elementary education. This issue is gradually becoming a major concern for the poorer strata of society and the physically and mentally challenged students (Breeman et al., 2015). Delving deep into the issue, there have been many initiatives for upliftment of these students. Lack of basic education adversely affects the career of these students, which compels them to indulge into illegal activities. Financial incapacity of the family members of these students results in the low rate response of these students towards the programs undertaken for the upgradation of their academic career. This is a major concern in the present as it projects a disproportionate ratio of education for the specially challenged students as compared to the normal ones in the educational institutions of Saudi Arabia. Negligence from the teachers in this direction aggravates the com plexities of the specially challenged students (Ballard, 2016). This research would speculate the importance of the teachers attitude towards the academic upliftment of the specially challenged students. Integration would be one of an important aspect of this research, which would act as a helping hand for the students in terms of entering into the threshold of educative enlightenment. Adherence and compliance to the integrated structure would act as an agent in designing quality curriculum for the specially challenged students. Inclusion of interactive sessions in the policies would expose the talents of the specially challenged students, which would be brought to the forefront through the means of the scope and arena of the research (Davies et al., 2013). Research question What are the basic concepts related to the types of consolidation and integration, which project the various and wide ranging perspectives of the teachers towards the specially challenged students of Saudi Arabia? What are the outcomes of the integration schools for the teachers and the students in Saudi Arabia? To what extent the ordinary students are fortunate as compared to the specially challenged students of Saudi Arabia in terms of integration? How far are the attitudes of the teachers in special schools different from the teachers in the integrated schools? Sub question What importance does integration hold in the improvement of the social skills of the students with special needs residing in Saudi Arabia? What are the benefits of interactions that take place between the students with special needs and the students of integrated schools of Saudi Arabia? Is the creation of friendship between the students of the integrated schools and special schools of Saudi Arabia possible? Is there any difference between the attitudes of the teachers integrated schools and teachers of the special schools of Saudi Arabia? Is intensive training important for the teachers of the integrated schools based in the threshold of Saudi Arabia? Research Hypothesis H0: There is no difference in the attitudes of the teachers of the integrated schools and the teachers of the special schools of Saudi Arabia. H1: There are differences between the attitudes of the teachers of the integrated schools and the teachers of the special schools of Saudi Arabia. Establishment of the relationship between the two hypotheses bears correlation with the research objectives. Analysis of the collected data helps in establishing the relevancy of the proposed hypothesis. Significance of the study Difference in the attitude of the teachers contradicts the basic essence of education. Specifically, difference in the approaches of the teachers acts as a compromise with the educational needs of the students (Cho Shim, 2013). Countering this, differentiation in this regards proves fatal for the specially challenge students. On the contrary, unity among the teachers results in the upgradation of these students, as it is projects the collaborative attempt towards altering their academic career. This research is beneficial for the specially challenged students in terms of uplifting their societal status. Speculation of the attitude of the teachers of both the teachers of the integrated schools and special schools attaches a positive tone to the development of the students in terms of their educational establishments (Boyle, Topping Jindal, 2013). Focusing on the specially challenged students broadens the scope and arena of the research in terms of adding firmness to the academic car eer to the specially challenged students. Taking into consideration, the developed questions would assist the researcher to enliven the attitudinal expression of the teachers towards the elemental needs of the specially challenged students. Along with this, the hypothesis bears resemblance with the act of evaluation, which would help the researcher to examine the effectiveness and appropriateness of the highlighted points in terms of the execution of the research in an effective and efficient manner (Cropley Dave, 2014). Efficiency in this direction would result in the upgradation of the predicament of the specially challenged students. Literature Review The literature review provides the comparative study regarding the attitudes of the teachers in special education schools and the integration schools in Saudi Arabia. According to Beane (2016), the schools for the special children are associated with the teachers who use the different techniques and methods to provide them proper guidance. At the initial stage, the child should not be taught by using the academic sources. It will make them much frustrated since they will be unable to understand the purposes. Hence, in such cases, it is essential for the ordinary teachers to pay the attention towards the learning abilities and the curriculums that can improve their social interaction (Darling-Hammond et al., 2015). The literature study will focus on the different types of the integration process that has the clear impact on the learning process. The literature study will point out the comparative study that prompts out the special education for the disable children. The education syst em provided to the special children depends on the relevant perspectives of the associated teachers. It is to be indicated that the perspectives of the Saudi teachers are essential for both global and local educations. Concept of Integration Integration is one of the most helpful ways of providing the necessary supports to the children with learning disabilities. These services are visible only in the educational environment, where the restriction is lesser than the other educational centers. Currently, the officials present their keen interests towards the integration process of the ordinary children who require special care and special needs. In such cases, their needs can be achieved in the regular schools (Mitchell, 2014). The current study focuses on the collaboration of these two different education processes by taking advantages of several activities. Integration process is much successful if the formal structure is followed and necessary efforts are provided. The report obtained from the research conducted by Saudi Ministry of Education highlights that it is necessary to provide the sufficient supports to the students with mental or physical disabilities. The level of resistance or support is needed to be provide d in the classroom learning. It is necessary to keep the focus on the mainstreaming strategies of the students who have been struggling with the learning disabilities (Alotaibi, Dimitriadi Kempe, 2016). The effective attitudes of the associated teachers are thus necessary to provide them the necessary learning. In current time, the country has not defined the underlying meaning of integration of students with the learning disorders. However, the teachers in Saudi Arabia are yet to understand the entire inclusion in order to provide the supports to these special students. However, it is to be indicated that the closer observations and discussions of the teachers is defining that integration is conceptualized as the policies for pulling students out of the general education programme and engage into the special education services. It is essential for the special teacher to cooperate and coordinate with the ordinary teacher to support the children with learning disabilities and provide them equal opportunities to the students. It will be helpful enough in achieving the goals for the integrated education. Types of Integration The integration process is classified into three major forms, such as spatial integration, functional integration, and social integration. According to Dubis and Bernadowski (2015), Spatial Integration is the regulated unit specification that shares some of the school construction in regular schools and classrooms. The spatial integration is also involved with the similar area of location linkage system in private schools and regular schools. On the other hand, the social integration has the existence in the special classes or special events (Alnemary et al., 2016). It also promotes the sharing activities, such as playing, eating together, and interacting with others. Finally, the Functional integration develops the idea of the academic integration for the students in terms of comparing with the students of spatial integration and social integration. Alquraini (2014) opined that these integration processes are required for providing the special education to the students in the regula r classrooms. Along with this, it also focuses on the teachers association in providing such special education systems to the regular students. The effective attitudes of the associated teachers are thus necessary to provide them the necessary learning. In current time, the country has not defined the underlying meaning of integration of students with the learning disorders. Legislative Implications It is necessary to pay the attention towards the contribution of the Saudi Arabia Ministry of Education. The fruitful feedbacks received from the teachers are highlighting that the country needs to bring some changes in their legislative aspects. It is notified that if the teachers are supporting the method of providing the special education supports to the students with learning disabilities, it will be helpful to undertake such programme (Alnemary et al., 2016). However, in such cases, the positive attitudes of the teachers are necessary. Accordingly, the Ministry of Education can provide the positive response towards such initiative. On the contrary, the negative responses from the associated teachers can affect this education system for the special children. The lawmakers of Saudi Arabia would not be able to develop new strategies for changing the teachers attitudes before implementing such initiatives. It has been noted that the integration process has undergone many of the modi fications in the legislative purposes in the year of 2005. Advantages and Disadvantages of Integration Process The integration process is initiated for providing the supports to the students with learning disabilities. It also provides the enough support to the regular students to improve their special education though the classroom activities. The implementation of the integration process signifies both the positive and the negative aspects that create the significant impact on the education process of the regular students (Alghamdi Higgins, 2015). The integration processes align the children with special needs. It is much beneficial in availing the opportunities of spending more times with the peers. The child with learning disabilities or special needs can be able to interact during this integration process. They even cooperate with the ordinary peer models that will be helpful for them to develop their learning abilities. Anther most significant advantage of integration process is the children with special need can recover from the interaction with the regular peer group during this spec ific process. It is much fruitful for them to improve their language skills as well as the social behaviour. Apart from these advantages, the integration process considers many of the disadvantages as well. In some of the cases, it has been specified that the child with special needs often feel isolated that prevents them from interacting with the society. Therefore, it is essential to pay attention towards their interactive process with the people in the society. Additionally, it is necessary to interact more efficiently with the ordinary peers (Alnemary et al., 2016). At the initial stage, the child should not be taught by using the academic sources. It will make them much frustrated since they will be unable to understand the purposes. Hence, in such cases, it is essential for the ordinary teachers to pay the attention towards the learning abilities and the curriculums that can improve their social interaction. The extra curriculum activities and the classrooms activities would be much beneficial for the children to learn the social interaction process in a significant process (Roulin B angerter, 2013). The level of resistance or support is needed to be provided in the classroom learning. It is necessary to keep the focus on the mainstreaming strategies of the students who have been struggling with the learning disabilities. Adherence to the standards results in the upgradation of the plight of the specially challenged students. Special care needs to be taken for the creation of error free curriculum standards, which adds positive outcome for the integrated schools. Presence of financial relaxation for the special schools results in the creation and development of effective plans for the students with special needs. On the contrary, lack of curriculum orientation aggravates the difficulty of the private schools in terms of aligning with the financial budget (Farrie Johnson, 2015). Lack of strategic approach puts a pressure on the financial parameter of the economy, which acts as a compromise of the educational needs of the students with special needs. Integration requires limited number of teacher, which helps in the provision of quality education to the specially challenged students. This is the case with the private schools, which usually have less number of teachers as compared to the public schools, which have skilled and efficient teachers for guiding the specially challenged students. Arabian countries deal with these kinds of complexities, which projects a disproportionate ratio in terms of education (Beane, 2016). Integration of the mixed culture helps the specially challenged students to have a better grasp over the things that are taught. Herein, lays the effectiveness of the cognitive development, which results in the development of personality of the specially challenged students. Along with this, inclusion of the approach of the fourth class staffs in term of the development of these children broadens the scope and arena of education. This inclusion helps in the projection of the educational need of the specially chal lenged student in a globalized manner. Interaction between the students of the integrated schools and special schools result in the mixture of the class with culture (Alquraini, 2014). This mixture mitigates the instances of discriminations on the basis of cla, gender, race and religion. This provides a diversified perspective towards the needs of the specially challenged students. Diversification in the field of education broadens the imagination of the students, which enriches them imaginative power. Research plan In order to conduct a research, adherence to an integrated structure is of prime importance in terms of achieving positive outcomes (Bryman, 2015). This is also applicable for the current research on the speculation of the attitudes of the teachers in the integrated and the special schools. The entire research would be divided into five chapters. The first chapter would comprise of the development of aims, objectives and questions. The etymological origin of these research components would be the background of the research and the introductory insight into the concepts related to the research. Summarization of the key areas of the first chapter would help the researcher to penetrate into the second chapter, which is the literature review. Consiferation of the relevant, peer reviewed articles would assist the researcher to enrich the knowledge of the readers about the approaches of the teachers towards the educational needs of the students of integrated schools as well as the special schools (Smith, 2015). Chapter three would comprise of the methodology for data collection process, details of which are provided in the subsequent heading. Chapter four would consist of the analysis of the collected data, which would act as an agent in proceeding into the penultimate chapte r of conclusions and recommendations. Within this chapter, the heading linking with the objectives would help the researcher to evaluate the relevancy and authenticity of the referred sources in terms of enliving the intensity of the proposed issue of the research. After this, references would be inserted, which would be used for intexting (Silverman, 2016). Data Collection and Analysis In research, the data is collected through two methods, primary and secondary. The primary methods include quantitative and qualitative data collection methods. Within the quantitative data collection methods falls survey, interview among others. Case study analysis is the typical example of the qualititative data collection methods. In the secondary data collection methods, relevant themes are developed, which projects the intensity of the research subject (Mackey Gass, 2015). Delving deep into the process of data collection, a specific sample size is chosen, on whom the survey or interview is conducted. This is also applicable for the current research on the difference of attitude in the teachers of the integrated schools as compared to the special schools. As a matter of specification, survey would be conducted on 510 principals and teachers working in the regular primary schools with special classes. Along with this, 98 managers of private primary schools having affiliation to t he Ministry of education will be surveyed. On the basis of the selected sample size, the data will be analyzed through the qualitative method (Taylor, Bogdan DeVault, 2015). As a matter of specification, questions will be asked to the principles, managers and the teachers of the integrated and special schools of Saudi Arabia. For projecting the responses, charts, graphs and tables would be utilized, which would help in deducing relevant conclusions and recommendations. Within this, adherence to the standards and codes of the legislations, such as, Data Protection Act (1998) would help the researcher to preserve the dignity of the samples as individuals. This would justify the ethics, which is crucial for execution of the research in an authentic manner (Flick, 2015). Limitation In a research, there are mainly two types of limitations, financial and time. This is also applicable for this research. Financial constraints compel the researcher to conduct only primary research. Possession of financial flexibility would have assisted the researcher to refer to varied and wide ranging sources, which would have acted as an agent in the execution of the secondary analysis (Taylor, Bogdan DeVault, 2015). Herein, lays the conjoined effect of the financial as well as time constraints. Availability of sufficient time would have helped the researcher to conduct surveys and interviews on more samples, which would have ended the research on a broader perspective. Along with this, availability of sufficient time would have assisted the researcher to construct the conceptual framework, which summarizes the approach of the teachers providing education to the students in integrated schools and the special schools (Alghamdi Higgins, 2015). References Alghamdi, A., Higgins, S. (2015). Investigating how teachers in primary schools in Saudi Arabia were trained to use interactive whiteboards and what their training needs were.International Journal of Technical Research and Applications, Special Issue,30, 1-10. Alnemary, F. M., Aldhalaan, H. M., Simon-Cereijido, G., Alnemary, F. M. (2016). Services for children with autism in the Kingdom of Saudi Arabia.Autism, 1362361316664868. Alotaibi, F., Dimitriadi, Y., Kempe, A. (2016). Perceptions of Teachers Using Social Stories for Children with Autism at Special Schools in Saudi Arabia.Journal of Education and Practice,7(11), 85-97. Alquraini, T. A. (2014). Special Education Today in the Kingdom of Saudi Arabia. InSpecial Education International Perspectives: Practices Across the Globe(pp. 505-528). Emerald Group Publishing Limited. Ballard, K. (2016). Children and disability: Special or included.Waikato Journal of Education,10(1). Beane, J. A. (2016).Curriculum integration: Designing the core of democratic education. Teachers College Press. Boyle, C., Topping, K., Jindal-Snape, D. (2013). Teachers attitudes towards inclusion in high schools.Teachers and Teaching,19(5), 527-542. Breeman, L. D., Wubbels, T., Van Lier, P. A. C., Verhulst, F. C., van der Ende, J., Maras, A., ... Tick, N. T. (2015). Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education.Journal of School Psychology,53(1), 87-103. Bryman, A. (2015).Social research methods. Oxford university press. Campbell, D. T., Stanley, J. C. (2015).Experimental and quasi-experimental designs for research. Ravenio Books. Cho, Y., Shim, S. S. (2013). Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy.Teaching and teacher education,32, 12-21. Cropley, A. J., Dave, R. H. (2014).Lifelong education and the training of teachers: developing a curriculum for teacher education on the basis of the principles of lifelong education(Vol. 5). Elsevier. Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., ... Tilson, J. L. (2015).Powerful learning: What we know about teaching for understanding. John Wiley Sons. Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., Howe, A. (2013). Creative learning environments in educationA systematic literature review.Thinking Skills and Creativity,8, 80-91. Dubis, S., Bernadowski, C. (2015). Communicating with parents of children with special needs in Saudi Arabia: parents' and teachers' perceptions of using email for regular and ongoing communication.British Journal of Special Education,42(2), 166-182. Farrie, D., Johnson, M. (2015). Newark Public Schools: Budget Impacts of Underfunding and Rapid Charter Growth.Education Law Center. Flick, U. (2015).Introducing research methodology: A beginner's guide to doing a research project. Sage. Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives.Australasian Journal of Special Education,37(02), 93-106. Humphrey, N., Symes, W. (2013). Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge.International Journal of Inclusive Education,17(1), 32-46. MacFarlane, K., Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior.Teaching and teacher education,29, 46-52. Mackey, A., Gass, S. M. (2015).Second language research: Methodology and design. Routledge. Mitchell, D. (2014).What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge. Roulin, N., Bangerter, A. (2013). Students use of extra-curricular activities for positional advantage in competitive job markets.Journal of Education and Work,26(1), 21-47. Silverman, D. (Ed.). (2016).Qualitative research. Sage. Smith, J. A. (Ed.). (2015).Qualitative psychology: A practical guide to research methods. Sage. Taylor, S. J., Bogdan, R., DeVault, M. (2015).Introduction to qualitative research methods: A guidebook and resource. John Wiley Sons.