Research is needed on teacher intrapersonal factors that could inform burnout interventions. This study aimed to identify teacher- and school-level variables that could guide both individual and leadership-focused interventions. We also evaluated the sensitivity of three different burnout/work engagement measures to changes in teacher and school factors. Specifically, we (a) assessed and compared the Maslach Burnout Inventory (MBI), Oldenburg Burnout Inventory (OLBI), and Utrecht Work Engagement Scale (UWES) in tracking burnout and engagement among special education teachers over a school year; (b) identified teacher intrapersonal and school-level predictors of burnout that could inform future interventions; and (c) examined the proportion of variance in burnout and engagement explained by these factors. Consistent with findings from other professions, burnout and engagement remained largely stable, and predictor effects varied depending on the burnout measure used. Teacher intrapersonal factors accounted for nearly one-third of the variance in change with the OLBI, compared to only 10% for the MBI and UWES. School-level factors explained less variance in burnout but contributed over 10% of the variance in work engagement. These findings suggest that the OLBI may be more sensitive to changes in teacher-focused interventions, while the UWES may better reflect organizational influences on teacher engagement.
Researchers are increasingly suggesting that musical engagements such as listening and learning music can improve social and verbal communication, auditory-motor connectivity, behaviors, and cognition in children with Autism spectrum disorder (ASD). The need for music educators to be equipped and competent to deliver music instruction to learners with ASD is foregrounded. This article reports the results of a survey of music educators from select countries exploring what they do when teaching children with ASD in terms of pedagogical strategies and best practices, and what their perceived training and continuing education needs are. Educators in the survey attested to the need for clear and concise language when teaching children with ASD, active parental involvement and individualized, single-step cues, a flexible classroom and homework routines, limiting educators' assumptions and preconceived notions, patience with themselves and their student, accepting that a child with ASD may not be able to memorize/learn note names, and minimal distractions in the learning environment. All music educators expressed the need for continuing education on specific instructional strategies such as detailing, repetition, and speed, and ways to involve parents and peers in music education of children with ASD.
The Individuals with Disabilities Education Act (IDEA) requires that the annual goals included in the Individualized Education Program (IEP) be monitored to determine progress toward those goals. The IEP team is required to meet at least annually to review the IEP and to revise the IEP to address any lack of expected progress toward the annual goals. Due to the lack of a reasonable progress standard and guidance for evaluating the adequacy of the IEP, progress monitoring practices are inconsistent and often incongruent with the legislative intent. A qualitative, interpretive content analysis of legal decisions from state administrative, district and circuit court decisions was employed to explore the procedural and substantive violations of the progress monitoring IDEA requirements. The findings are presented in three themes, and recommendations for improving progress monitoring practices are offered.
Behavior-specific praise is a low-intensity strategy that can support student academic engaged time and help reduce challenging behavior. Only three studies previously investigated the effects of behavior-specific praise on student behavior in high school settings, and only one was teacher-delivered to the whole class of students, including students with or at risk for disabilities. In this study, we tested the effects of classwide behavior-specific praise on the on-task behavior of three students at risk for emotional or behavioral disorders (EBD) using an A-B-A-B withdrawal design over seven weeks. While students did show improved on-task behavior and there was a large effect size, results were mixed in terms of establishing a functional relation when visual analysis was applied. Limitations are discussed and recommendations for future studies are provided.
The Individuals with Disabilities Education Act (IDEA) mandates parental involvement in the individualized education program (IEP) process, emphasizing the importance of collaborative family-school partnerships. However, Asian families of children with intellectual and developmental disabilities (IDD) often face unique challenges in engaging with special education systems, particularly during IEP meetings, due to cultural stigma, language barriers, and limited cultural responsiveness from school professionals. Thus, the purpose of this systematic literature review was to explore the perceptions of Asian families regarding their experiences in IEP meetings for their children with disabilities. Altogether, 16 studies were identified. Findings reveal that cultural stigma surrounding disability, inadequate cultural competence among professionals, and dissatisfaction with interpretation services hinder Asian families' effective participation in IEP processes. Conversely, supportive relationships with educators and culturally tailored interventions facilitate positive outcomes. Analysis of 188 participants across 16 studies emphasize the importance of acknowledging cultural diversity and individual family experiences. Implications for research and practice are discussed.
