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The implementation of additional professional assistance by special education teachers in elementary school and their collaboration with teachers

Sabina Mulec (2018) The implementation of additional professional assistance by special education teachers in elementary school and their collaboration with teachers. MSc thesis.

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    Inclusion is one of the important ideas in the modern education process. Cooperation between teachers and special education teachers is of key importance for the optimal development of children with special needs included into regular primary school program, particularly with the inclusion approach. With professional cooperation teachers and special education teachers can contribute greatly to a higher quality of education process. One of the challenges inclusion brings is also a careful expert judgement regarding the inclusion of alternative methods, activities and approaches into the education practice. A teacher can implement his teaching practice through collaborative or co-teaching with the special education teacher and thus satisfy the diverse special needs of children in the class and also encourage professional development of teachers and special education teachers. The main objective of the master’s degree was to determine how special education teachers experience cooperation with teachers when implementing extra professional support in primary school. Data was collected with a questionnaire prepared for the research. Descriptive and causal non-experimental method of educational research was used. A quantitative and qualitative research approach was used. Sample was 52 special education teachers. Results show that cooperation between special education teachers and teachers is still not on a level that many would desire. Our results show, that in the opinion of special education teachers, teachers often don’t view them as supporters, are often not prepared for team work and even less for team planning and implementing individual lessons. Teachers prefer that extra professional support is implemented outside the classroom. Special education teachers mostly adapt to this idea and the majority of extra professional support is implemented individually and outside the classroom. Results show some forms of cooperative teaching, but those are mostly approaches where the special education teacher is in the supporting role. We have determined that special education teachers want more active cooperation with teachers and that time is the biggest difficulty for the special education teachers.

    Item Type: Thesis (MSc thesis)
    Keywords: special education teachers, teachers, additional professional assistance, cooperation, children with special needs, collaborative teaching or co-teaching
    Number of Pages: 71
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    prof. dr. Milena Valenčič ZuljanMentor
    doc. dr. Milena Košak BabuderComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=12116041)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5283
    Date Deposited: 04 Sep 2018 11:29
    Last Modified: 04 Sep 2018 11:29
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5283

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