1.

Retention of special education professionals: Perceptions of principal support

By: Manning, Lauretta Janette
According to this article, approximately 50% of special education professionals
leave before their fifth year. With the field of special education in need of professionals,
this statistic is not ideal. A research was developed in order to see why special education
professionals tend to leave and what was the number one reason the retention rate was so
low. Research found that building administrators support or principals support was the
number one reason in leaving the field. A survey was developed in order to explore
administrator support to special education professionals.
A survey was given to over 300 special education professionals in an urban area.
The survey consisted of 6 areas of behavior/attributes of administrators including
emotional, appraisal, instrumental, informational, advocacy for students with disabilities,
and knowledge of the Individuals with Disabilities Act (IDEA). Professionals were asked
to rate how important these attributes were in their building administrators and how
much support they received in these areas. The survey found that emotional support was
ranked the highest in importance and informational support ranked the lowest. Some
disagreement occurred throughout the professionals but it was found that this could be
due to lack of knowledge of special education and procedures for administrators.

http://0search.proquest.com.library.uark.edu/pqcentral/docview/304506154/abstract/8479
E14B3A2F4059PQ/17?accountid=8361
2. A comparison of the attitudes of secondary regular and special education teachers
toward inclusion of students with mild disabilities in their classrooms
By: Parker, Shera.
This study compared attitudes of secondary regular teachers versus special
education teachers on the subject and idea of inclusion of students with mild disabilities
in classrooms. The definition of inclusion means to integrate a student with a disability
in a classroom with children who do not have an apparent disability at the maximum
level as if the disabled child did not obtain an obvious disability. In other words, an
integrated classroom of children who have disabilities and who do not have disabilities
on the same curriculum. This study focuses on teachers who have students with mild
disabilities in their classroom as well as the relationship between general and special
education teachers attitudes regarding inclusion.
Ninety-five teachers participated in this conducted research. There were 60
general teachers and 35 special education teachers. The goal was to see if there were any

significant difference regarding the advantages and disadvantages of inclusive education,

professional issues related to inclusive education, philosophical issues and logistical
issues. The conclusion of this study was that special education teachers have a more
positive outlook toward inclusion in comparison to general education teachers. Although
there was no significant difference, the attitudes proved to be different. This study
indicated that general school teachers should embrace and support the idea of inclusion
and collaborate with special education teachers in order to work out the disadvanges and
make inclusion all around advantage for all children.
http://0search.proquest.com.library.uark.edu/pqcentral/docview/305138533/abstract/8479E14B3
A2F4059PQ/37?accountid=8361