Abstrakt
The individualized education program (IEP) constitutes a main component in the formation and adjustment
of special education services, the supports, and the teaching for special needs students. It is based on the recognition of the differences among special needs students and the need to provide an answer to this diversity. This article presents findings of a longitudinal qualitative study, conducted among thirty special education novice teachers (SENTs) in Israel. The study examined the perceptions of the SENTs on the continuum of the induction year, regarding the obligation, anchored in the Special Education Law (1988), to build IEPs to their special needs students – already in their first steps of their entry into teaching, and the support they received for coping with this challenge.
Bibliografia
Bay M., Parker-Katz M., Perspectives on induction of beginning special educators: Research summary, key program features, and the state of state-level policies, Teacher Education and Special Education, 2009, 32.
Billingsley B.S., Special education teacher retention and attrition: A critical analysis of the researchm literature, The Journal of Special Education, 2004, 38, 1.
Billingsley B.S., Carlson B., Klein S., The working conditions and induction support of early career special educators, Exceptional Children, 2004, 70.
Billingsley B.S., Griffin C.C., Smith S.J., Kamman M., Israel M., A review of teacher induction in special education: Research, practice, and technology solutions (National Center to Inform Policy and Practice in Special Education Professional Development Document No. RS-1), 2009. Available: http://ncipp.education.ufl.edu/files_5/NCIPP%20Induction%20Exc%20Summ.pdf
Busch T.W., Pederson, K., Espin, C.A., Weissenburger, J.W., Teaching students with learning disabilities: Perceptions of a first-year teacher, Journal of Special Education, 2001, 35.
Conway P.F., Clark C.M., The journey inward and outward: A re-examination of Fuller’s concernsbesed model of teacher development, Teaching and Teacher Education, 2003, 19.
Darling-Hammond L., Keeping good teachers: Why it matters, what leaders can do, Educational Leadership, 2003, 60.
Dewey J., How we think: A restatement of the relation of reflective thinking to the educative process, Prometheus Books, Buffalo, NY, 1933.
Fantilli R.D., McDougall D.E., A study of novice teachers: Challenges and supports in the first years, Teaching and Teacher Education, 2009, 25.
Feiman-Nemser S., What new teachers need to learn, Educational Leadership, 2003, 60, 8.
Fuller F.F, Brown O.H., Becoming a teacher, [in:] Teacher education, (The 74th yearbook of the national society for the study of education. Part 2), ed K. Ryan, University of Chicago Press, Chicago 1975.
Griffin C.C., Winn J., Otis-Wilborn A., Kilgore K., New teacher induction in Special Education, Center on Personnel Studies in Special Education, Gainesville, FL, 2003.
Harrari I., Eldar E., Shechter H., “With this I came home today” – Significant events in the eyes of novice teachers (interns) in their first year of work, In Movement, 2007, 8, 3-4. (Hebrew).
Hillel Lavian R., Artists of weaving: The role complexity of the special education teacher, Issues in special education and Rehabilitation, 2008, 23. (Hebrew).
Holland J., Thomson R., Henderson S., Qualitative longitudinal research: A discussion paper, London South Bank University, London 2006.
Igel C., Malichi S., Special Education Law – Social, value-oriented, and professional reflection on policy design and its implementation, [in:] Inclusiveness: Learners with disabilities in educational systems, Eds S. Reiter, Y. Leyser, G. Avissar, AHVA Publishers, Haifa 2007. (Hebrew).
Individuals with Disabilities Education Act. IDEA, 2004. United States of America. Retrieved June 4, 2018, from http://idea.ed.gov/
Ingersoll R.M., Strong M., The impact of induction and mentoring programs for beginning teachers: A critical review of the research, Review of Educational Research, 2011, 81.
Kilgore K.L., Griffin C.C., Otis-Wilborn A., Winn J., The problems of beginning Special education teachers: Exploring the contextual factors influencing their work, Action in Teacher Education, 2003, 25, 1.
MacDonald V., Speece D.L., Making time: A teacher’s report on her first-year of teaching children with emotional disabilities, Journal of Special Education, 2001, 35.
Manor-Binyamini I., Teamwork in interdisciplinary teams: Theory, research, and implementation, Ministry of Education, the Department of Special Education, Jerusalem 2009. (Hebrew)
Mastropieri M.A., Challenges encountered by first-year special education teachers, Journal of Special Education, 2001, 35.
Moore-Johnson S., Teacher unions can support new teachers’ desire for assistance and professional growth while aiding teacher effectiveness, American Educator, 2006, 30.
Pritzker D., Chen D., Burnout factors in teaching among teachers in the initial years of their work, Studies and Research in Teacher Education, 2010, 12. (Hebrew).
Schalock R.L., Introduction and overview to the special issue on quality of life, Journal of Intellectual Disability Research, 2005, 10.
Shavit P., Tal D., Teaching in an inclusive classroom: Contemporary trends and issues, [in:] Inclusiveness: From theory to practice, Eds S. Reiter, G. Avissar, AHVA Publishers, Haifa 2013. (Hebrew)
Shkedi A., Words of Meaning: Qualitative Research – Theory and Practice, Ramot Press, Tel-Aviv 2015. (Hebrew)
Smith S.W., Creating useful individualized education programs (IEPs), Office of Educational Research and Improvement (ED), Washington DC, (ERIC, Clearinghouse on Disabilities and Gifted, Arlington, VA, No. ED449636), 2000, Retrieved May 21, 2018, from https://files.eric.ed.gov/fulltext/ED449636.pdf
The Special Education Law, 5748-1988, State of Israel. (Hebrew)
The Special Education Law 5762-2002 (Amendment No. 7), State of Israel. (Hebrew)
Stake R.E., The art of case study research, Sage Publication, London 1995.
Swanson G.R., Murri N., Beginning special educators’ intent to stay in special education: Why they like it here, Teacher Education and Special Education, 2006, 29, 3.
Tam H., Is the support of absorption effective for the professional development of beginning teachers? Findings of a longitudinal research, Pages 2005, 39. (Hebrew)
Whitaker S.D., Needs of beginning special education teachers: Implications for teacher education, Teacher Education and Special Education, 2003, 26, 2.
Woodfield K., Molloy D., Bacon J., Longitudinal qualitative approaches in evaluation studies, DWP Working Paper No. 5, London 2003.
Zilbershtrum S., The stage of the entry into the teaching profession: In the mirror of theory and research, [in:] On the continuum: Training, induction, and teachers’ professional development – Policy, theory, and practice, Eds. S. Shimoni, A. Avidav-Unger, Mofet Institute, Tel-Aviv 2013. (Hebrew).