Regions with the highest rates of teacher certification and students' cognitive milestones with learning disabilities or emotional/behavioral issues

Ameya Ambulkar; Yavana Rani S.; Nidhi Rastogi

doi:10.31893/multiscience.2023ss0220

Keywords:

Abstract

The teacher's special education certification (SPEC) degree is a barometer for their competence in study, practice, and policy. This research compared the test scores of elementary and middle school children with learning disabilities and emotional and behavioural disorders taught by Special Education Teachers (SET) to those of students who General Education Teachers (GET) led in the same subject areas. The type of certification for teachers has little impact on most student groupings. In Learning Disabilities (LD) and regular education, students with LD and more extraordinary intellectual ability performed better in English language arts (ELA) with a trained teacher. Students with Emotional Behavioural Disorders (EBD) who were less proficient in mathematics were less likely to be helped by SET compared to General Education (GE) and Licensed Special Education Teachers (LSET). These words' actual meanings are examined concerning SET quality measures. The outcomes reported here should be understood under several constraints. Operational datasets, like the one utilized in this study, rarely contain data on crucial factors that affect an exceptional education-certified or dual-certified teacher's capacity for effectiveness.
References
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2. Brunsting NC, Bettini E, Rock ML, Royer DJ, Common EA, Lane KL, Zeng F (2022) Burnout of special educators serving students with emotional-behavioral disorders: A longitudinal study. Remedial and Special Education.
3. Collins KH, Coleman MR, Grantham TC (2022) a bioecological perspective of emotional/behavioral challenges for gifted students of color: Support needed versus support received. Journal of Emotional and Behavioral Disorders.
4. Cristofani P, Di Lieto MC, Casalini C, Pecini C, Baroncini M, Pessina O, Milone A (2023) Specific Learning Disabilities and Emotional-Behavioral Difficulties: Phenotypes and Role of the Cognitive Profile. Journal of Clinical Medicine.
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9. Gilmour AF, Wehby JH (2020) The association between teaching students with disabilities and teacher turnover. Journal of Educational Psychology 112:1042.
10. Goldman SE, Gilmour AF (2021). Educating students with Autism Spectrum Disorders: Is teacher certification area associated with academic outcomes? Journal of Autism and Developmental Disorders.
11. Griffith SF, Maynard DMB, Bagner DM (2022) Barbadian teachers’ identification of social-emotional, behavioral, and learning challenges in young children. International Journal of School & Educational Psychology.
12. Hamzah N, Othman N, Affandi HM (2022) Skills, Knowledge, and Attitudes of Teachers in Implementing Integrated Special Education Program (Learning Disabilities) in National Secondary Schools in Peninsular Malaysia. Journal of Positive School Psychology.
13. Layden SJ, Gansle KA, Scott LA, Dayton M, Noell GH (2022) Career Intent Factors of Special Education Teachers Serving Students with Intellectual Disability, Developmental Delay, and Autism Spectrum Disorder. Inclusion.
14. Leggio JC, Terras KL (2019) an Investigation of the Qualities, Knowledge, and Skills of Effective Teachers for Students with Emotional/Behavioral Disorders: The Teacher Perspective. Journal of Special Education Apprenticeship.
15. Means JA (2019) Exploring Professional Development Needs of Teachers of Students with Emotional/Behavioral Disorder in Inclusive Classrooms (Doctoral dissertation, Northcentral University).
16. Nasir MSI (2020) SENSORY INTEGRATION VERSUS COGNITIVE BEHAVIORAL THERAPY ON BEHAVIORAL ISSUES IN LEARNING-DISABLED CHILDREN. Pakistan Journal of Rehabilitation.
17. Peguero AA, Hong JS, Peguero AA, Hong JS (2020) Bullying and Youth with Disabilities and Special Health Needs: Victimizing Students with Physical, Emotional/Behavioral, and Learning Disorders. School Bullying: Youth Vulnerability, Marginalization, and Victimization.
18. Rimfeld K, Malanchini M, Spargo T, Spickernell G, Selzam S, McMillan A, Plomin R (2019) Twins early development study: A genetically sensitive investigation into behavioral and cognitive development from infancy to emerging adulthood. Twin Research and Human Genetics.
19. Siouli S, Makris S, Romanopoulou E, Bamidis PP (2020) Living with Learning Difficulties: Two Case Studies Exploring the Relationship Between Emotion and Performance in Students with Learning Difficulties. In Addressing Global Challenges and Quality Education: 15th European Conference on Technology.
20. Tafla TL, Brunoni D, Carreiro LRR, Seabra AG, Silva LAD, Bastos DCDS, Teixeira MCTV (2021) Diagnosys: an analytical framework for the identification of elementary school students with intellectual disability. In Frontiers in Education. Frontiers Media SA.
21. Van Asselt A (2022) Comparing Cognitive and Behavioral Profiles in School-Aged Children with Specific Learning Disorder and Attention Deficit/Hyperactivity Disorder (Doctoral dissertation, George Fox University).
22. Watts GW, López EJ, Davis MT (2023) The change was as big as night and day: Experiences of professors teaching students with intellectual disabilities. Journal of Intellectual Disabilities.
23. Yang Y, Qi Y, Cui Y, Li B, Zhang Z, Zhou Y, Zheng Y (2019) Emotional and behavioral problems, social competence and risk factors in 6–16-year-old students in Beijing, China. Plos one.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Ambulkar, A., Rani S., Y., & Rastogi, N. (2023). Regions with the highest rates of teacher certification and students’ cognitive milestones with learning disabilities or emotional/behavioral issues. Multidisciplinary Science Journal, 5, 2023ss0220. https://doi.org/10.31893/multiscience.2023ss0220

[1] Barwasser A, Urton K, Grünke M (2021) Effects of a peer-tutorial reading racetrack on word fluency of secondary students with learning disabilities and emotional, behavioral disorders. Frontiers in Psychology.

[2] Brunsting NC, Bettini E, Rock ML, Royer DJ, Common EA, Lane KL, Zeng F (2022) Burnout of special educators serving students with emotional-behavioral disorders: A longitudinal study. Remedial and Special Education.

[3] Collins KH, Coleman MR, Grantham TC (2022) a bioecological perspective of emotional/behavioral challenges for gifted students of color: Support needed versus support received. Journal of Emotional and Behavioral Disorders.

[4] Cristofani P, Di Lieto MC, Casalini C, Pecini C, Baroncini M, Pessina O, Milone A (2023) Specific Learning Disabilities and Emotional-Behavioral Difficulties: Phenotypes and Role of the Cognitive Profile. Journal of Clinical Medicine.

[5] Cuenca-Carlino Y, Mustian AL, Allen RD, Whitley SF (2019) Writing for my future: Transition-focused self-advocacy of secondary students with emotional/behavioral disorders. Remedial and Special Education.

[6] Cumming MM, O’Brien KM, Brunsting NC, Bettini E (2021) Special educators’ working conditions, self-efficacy, and practices use with students with emotional/behavioral disorders. Remedial and Special Education.

[7] Eratay E (2020) Effectiveness of the Direct Instruction Method in Teaching Leisure Skills to Young Individuals with Intellectual Disabilities: Abstract, Introduction, Method, Results, Discussion, Conclusion, References. International Electronic Journal of Elementary Education.

[8] Gersib JA, Mason S (2023) A Meta-Analysis of Behavior Interventions for Students with Emotional-Behavioral Disorders in Self-Contained Settings. Behavioral Disorders.

[9] Gilmour AF, Wehby JH (2020) The association between teaching students with disabilities and teacher turnover. Journal of Educational Psychology 112:1042.

[10] Goldman SE, Gilmour AF (2021). Educating students with Autism Spectrum Disorders: Is teacher certification area associated with academic outcomes? Journal of Autism and Developmental Disorders.

[11] Griffith SF, Maynard DMB, Bagner DM (2022) Barbadian teachers’ identification of social-emotional, behavioral, and learning challenges in young children. International Journal of School & Educational Psychology.

[12] Hamzah N, Othman N, Affandi HM (2022) Skills, Knowledge, and Attitudes of Teachers in Implementing Integrated Special Education Program (Learning Disabilities) in National Secondary Schools in Peninsular Malaysia. Journal of Positive School Psychology.

[13] Layden SJ, Gansle KA, Scott LA, Dayton M, Noell GH (2022) Career Intent Factors of Special Education Teachers Serving Students with Intellectual Disability, Developmental Delay, and Autism Spectrum Disorder. Inclusion.

[14] Leggio JC, Terras KL (2019) an Investigation of the Qualities, Knowledge, and Skills of Effective Teachers for Students with Emotional/Behavioral Disorders: The Teacher Perspective. Journal of Special Education Apprenticeship.

[15] Means JA (2019) Exploring Professional Development Needs of Teachers of Students with Emotional/Behavioral Disorder in Inclusive Classrooms (Doctoral dissertation, Northcentral University).

[16] Nasir MSI (2020) SENSORY INTEGRATION VERSUS COGNITIVE BEHAVIORAL THERAPY ON BEHAVIORAL ISSUES IN LEARNING-DISABLED CHILDREN. Pakistan Journal of Rehabilitation.

[17] Peguero AA, Hong JS, Peguero AA, Hong JS (2020) Bullying and Youth with Disabilities and Special Health Needs: Victimizing Students with Physical, Emotional/Behavioral, and Learning Disorders. School Bullying: Youth Vulnerability, Marginalization, and Victimization.

[18] Rimfeld K, Malanchini M, Spargo T, Spickernell G, Selzam S, McMillan A, Plomin R (2019) Twins early development study: A genetically sensitive investigation into behavioral and cognitive development from infancy to emerging adulthood. Twin Research and Human Genetics.

[19] Siouli S, Makris S, Romanopoulou E, Bamidis PP (2020) Living with Learning Difficulties: Two Case Studies Exploring the Relationship Between Emotion and Performance in Students with Learning Difficulties. In Addressing Global Challenges and Quality Education: 15th European Conference on Technology.

[20] Tafla TL, Brunoni D, Carreiro LRR, Seabra AG, Silva LAD, Bastos DCDS, Teixeira MCTV (2021) Diagnosys: an analytical framework for the identification of elementary school students with intellectual disability. In Frontiers in Education. Frontiers Media SA.

[21] Van Asselt A (2022) Comparing Cognitive and Behavioral Profiles in School-Aged Children with Specific Learning Disorder and Attention Deficit/Hyperactivity Disorder (Doctoral dissertation, George Fox University).

[22] Watts GW, López EJ, Davis MT (2023) The change was as big as night and day: Experiences of professors teaching students with intellectual disabilities. Journal of Intellectual Disabilities.

[23] Yang Y, Qi Y, Cui Y, Li B, Zhang Z, Zhou Y, Zheng Y (2019) Emotional and behavioral problems, social competence and risk factors in 6–16-year-old students in Beijing, China. Plos one.

Abstract

References

How to cite