The purpose of this study was to explore the experiences of teachers who have the dual role of parent and teacher of children with disabilities. Data were collected in a qualitative methodology through semi-structured interviews with participants about their experiences. Questions focused on how teachers 1) experienced their roles, 2) addressed…

Teaching Residents at Teachers College (TR@TC) is an 18-month program that prepares teachers for high-needs schools in New York City in two areas: teaching English to speakers of other languages (TESOL) and teaching students with disabilities. Student teachers, called residents, spend a year working with a mentor teacher. Mentors play three roles:…

Forty child study teams were observed and verbal behaviors of classroom teachers in those teams were analyzed. Teachers in an experimental program stressing role clarification spoke significantly more than any other participants. Parents were most frequently addressed by other team members. (CL)

A review of the literature and a detailed analysis of five specific studies on placement team functioning is presented. Among findings are a strong positive relation between staff role and participation (school psychologists were ranked highest on both variables while regular education teachers were ranked lowest) and a very powerful set of role…

The author describes the range of services and duties of resource room teachers for handicapped students. Many conceptions favor the role of teacher consultant and emphasize needed skills in communicating with and demonstrating for peers. (CL)

The study examined the relationship of role conflict and role ambiguity to teacher burnout among 443 urban special education teachers. Role conflict and ambiguity explained a significant amount of variance in feelings of emotional exhaustion and depersonalization. While perceived burnout among teachers was moderate, the level varied significantly…

Five professionals in special education present their views regarding the conflict which arises between acting in the role of child advocate and functioning as a professional employee. Reference is made to suggestions for teacher preparation institutions from G. Frith. (SW)

The article examines the differing roles of the teacher and paraprofessional in the instructional process and suggests specific ways in which the paraprofessional can assist with instruction of special needs children. (SB)

Two studies were conducted to examine the difference between the roles of resource teachers as proposed in the literature and the actual allotment of time in practice. Studies involved 101 graduate students in a university resource teacher training program and 371 resource teachers in the public schools. Findings confirmed previous conclusions…

The perceptions of 14 teachers from 14 different public schools about their changing roles and responsibilities as they moved into inclusive settings with students with severe disabilities were explored. Their experiences of cultural dissonance as they left the segregated culture of special education and attempted to assimilate themselves into…

This study investigated differences between teachers' and teacher aides' perceptions of their relationship along the dimensions of authoritative/democratic supervision style, ownership of classroom outcomes, role dynamics of the relationship, and the perceived adequacy of the other participant. Results were obtained through administrations of four…

The responses indicated considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. (Author)

Professional role performance difficulties experienced by 23 first year itinerant specialists in the field of special education were studied in Illinois public schools (excluding Chicago). An itinerant specialist is a teacher with specialized training in a particular disability who provides services to students on a homebound basis, in a hospital…

Twenty principals, 45 special, and 45 regular education teachers were surveyed on their understanding of role assignments for 49 professional tasks. Results revealed a considerable amount of role ambiguity, with the greatest level in the area of educational administrative responsibilities. There also was confusion over the role of appraisal…

Professional roles in early childhood special education (ECSE) are expanding beyond traditional frameworks of direct service, to include consultation services, program planning and evaluating, and marketing. Potential dangers of role conflict and role overload are noted. (Author/DB)