Studying Teaching Methods, Strategies and Best Practices for Young Children with Special Educational Needs

Autor/inn/en	Tzivinikou, S.; Papoutsaki, K.
Titel	Studying Teaching Methods, Strategies and Best Practices for Young Children with Special Educational Needs
Quelle	In: Early Child Development and Care, 186 (2016) 6, S.971-980 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1071101
Schlagwörter	Special Education; Teaching Methods; Best Practices; Student Needs; Resource Room Programs; Qualitative Research; Semi Structured Interviews; Observation; Special Education Teachers; Preservice Teachers; Teacher Attitudes; Foreign Countries; Content Analysis; Decision Making; Planning; Behavior Modification; Behavior Problems; Regular and Special Education Relationship; Inclusion; Greece + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Beobachtung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Inhaltsanalyse; Decision-making; Entscheidungsfindung; Ablaufplanung; Planungsprozess; Behaviour modification; Verhaltensänderung; Inklusion; Griechenland
Abstract	Teaching objectives in special education are different from those in the ordinary classroom. Educational programmes for special needs students are focused on individual learning, achievement and progress. Thus, the instruction in special education classrooms and resource rooms in inclusive schools has to be specific, directed and individualised. The present study aimed to investigate the use of teaching methods, strategies and best practices in resource rooms of inclusive schools and to discuss their appropriateness and quality in relation to literature review. The study was a qualitative one, using triangulation of data collection, semi-structured interviews and observation. The participants were 30, experienced, special education teachers and 120 special education future-teachers. The study took into account the qualitative research ethical recommendations. The research revealed that the self-reported data show that the participants had great interest in their students' learning outcomes and they used effective teaching methods, techniques and strategies, but this was not confirmed by the data of observation. The present study would affect the educational policies regarding the critical issue of teacher evaluation and the differences between general and special teaching effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01