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Behavioral Patterns in Special Education. Good Teaching Practices
Manuela Rodríguez-Dorta1, África Borges1
1Departamento de Psicología Clínica, Psicobiología y Metodología, Universidad de La LagunaCanary Islands, Spain.
Frontiers in Psychology
|May 18, 2017
Summary
Special education teachers effectively adapt their practices to meet diverse student needs, demonstrating good teaching through support, motivation, and clear guidance. This study highlights the importance of evaluating these specialized teaching behaviors for quality education.
Area of Science:
- Education
- Special Education
- Pedagogy
Background:
- Quality education requires addressing classroom diversity.
- Special education professionals are crucial for supporting regular teachers and students with specific needs.
- Evaluating teaching practices is essential for ensuring effective special education.
Purpose of the Study:
- To evaluate the teaching behaviors of special education professionals.
- To identify patterns of good teaching practices in special education settings.
- To assess the adaptation of teaching strategies to diverse student needs.
Main Methods:
- Utilized the Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3).
- Observed and analyzed the behaviors of two special education teachers.
- Focused on teachers working with students across different educational stages and needs.
Main Results:
- Observed teachers successfully adapted their behaviors to student needs and characteristics.
- Identified specific good teaching practices including offering support, clear guidelines, and positive feedback.
- Teachers motivated students and verified content assimilation through questioning and supervision.
- A safe and reliable learning environment was consistently provided.
Conclusions:
- Special education teachers demonstrate effective pedagogical strategies by adapting to student diversity.
- The PROFUNDO-EPE tool successfully captures behaviors indicative of good teaching practices in special education.
- Teacher adaptation and specific supportive behaviors are key to successful special education outcomes.
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