Friday, May 11, 2012

Listening to Their Voices: Factors that Inhibit or Enhance Postsecondary Outcomes for Students with Disabilities

Dorothy F. Garrison-Wade
University of Colorado Denver

Although an increasing number of students with disabilities are considering postsecondary educational opportunities, many of these students find the challenges daunting as compared to their secondary educational experiences. The purpose of the qualitative case study reported herein was to learn more about students’ perceptions of services received in college in order to develop a clearer understand of how to better ensure positive outcomes. Fifty-nine students with various disabilities and six disability resource coordinators from five two-year community colleges and three four-year universities participated in the study. Three major themes emerged from the data, including: (a) capitalizing on student self-determination skills, (b) implementing formalized planning processes, and (c) improving postsecondary support. The author developed a preliminary framework based on the analysis of the data. This framework included three key factors that contribute to the success of students with disabilities in postsecondary institutions; (1) self-determination, (2) planning efforts, and (3) postsecondary supports.  The article concluded with recommendations for improving postsecondary outcomes for students with disabilities.

Thursday, May 10, 2012

Including Students with Disabilities in UAE Schools: A Descriptive Study

 Nisreen M. Anati
Al Ain
University of Science and Technology

The United Arab Emirates is devoted to inclusive education, which respects the right for all learners, regardless of their strengths or weaknesses in any area, to become part of the mainstream school. This study describes the current practices that shape the nature of inclusive education in UAE schools from theteachers’ perspective. Data drawn from the questionnaire that was directed to 26 teachers in UAE private and public schools indicated that such teachers were concerned about inclusive education in their schools. Teachers’ dissatisfaction was due to a lack of qualified special education professionals to deal with students with disabilities, a lack of proper training for teachers in mainstream classrooms, a lack of knowledge about inclusion among senior-level administrators, a lack of financial support for resources and services specifically in private schools, and a lack of awareness of the inclusion issues that students with and without disabilities may face in inclusive settings.

Educational outcomes for children at-risk: the influence of individual differences in children's temperaments

Maha Al-Hendawi
Qatar University

Evelyn Reed
Virginia Commonwealth University

Individual differences in temperament can be protective or risk factors that may enhance or interfere with children’s healthy development and educational success. This study examined the concurrent and predictive relationships between temperament, school adjustment, and academic achievement in children at-risk. Seventy-seven children at-risk, ages five to 11 years, were assessed in this study. The results for the concurrent relationships showed significant relationships between children's temperament and their school adjustment; negative emotionality significantly correlated with and predicted school adjustment. Children's temperament was also found to have a significant relationship with academic achievement; persistence and activity level had significant correlations with academic achievement. Implications for practice and considerations for future research directions are discussed.

Counseling gifted and talented students in Jordanian inclusive schools: conclusion and implication

Ibrahim A.  El-Zraigat
University of Jordan

The primary purpose of this study was to review counseling services for students who are gifted and talented at Jordanian inclusive schools in relation to theoretical counseling literature.  The present study is considered a theoretical study.  Gifted and talented students exhibit a wide range of characteristics, among of which are intellectual abilities and high achievement.  The review indicated that counseling this group of students at Jordanian inclusive schools still faces a variety challenges.  Foremost were lack of qualified teachers, few of gifted educational programs, and lack of skilled counselors.  The study ended by offering a number of conclusions and implications.  Basically, there is a need to establish a specialized counseling program for this group of students in the areas of psychological, academic, and career counseling.

An Investigation of social support and burnout among special education teachers in the United Arab Emirates

Osamah Bataineh
Ahmed Alsagheer
University of Sharjah, Sharjah

This study aimed at investigating which source of social support (supervisors, colleagues, friends, spouse, or family) would be most effective in reducing burnout among special education teachers. A sample of 300 special education teachers (50 males and 250 females) completed Burnout and Sources of Social Support questionnaires. Pearson correlation coefficients and ANOVA procedures were utilized to analyze the data. Results revealed significant positive correlations between family support, colleagues support, and personal accomplishment. Demographic variables sex, age, marital status, and teaching experience were not significantly related to any of the three burnout dimensions. Results were interpreted and implications for special education teachers were suggested.

Key words: special education teacher, social support, burnout dimensions