Abstract of A. Zilberstein-Haham lecture


ROLE PERCEPTION AMONG SPECIAL EDUCATION TEACHERS
WORKING WITH STUDENTS WITH SEVERE MENTAL
RETARDATION AND MULTIPLE DISABILITIES

A. Zilberstein-Haham, S. Rieter
Haifa University, Israel

The present study examined role perception among special education
teachers working with students with severe mental retardation and
multiple disabilities. The perceptions of teachers working within
community educational frameworks and those teaching in residential
educational institutions were compared. The study examined whether
the work framework and the worldview that was derived from it had an
influence on the teachers' perception of their role. It also examined
whether the teachers' work seniority with this special population and
the number of professional continuing education courses they had
taken had an influence on their role perception. The study findings
indicated that the teachers were very aware of the importance of their
role for the students' advancement. Many difficulties that arise while
working with this population were emphasized. From the findings a
unique profile was received of the role perception of teachers working
with students with severe mental and physical disabilities. In spite of
the influence of the environment, all the teachers ascribed great
importance to their work and adhered to personal learning programs.
All the teachers were aware of their students' difficulties, and yet were
found to have tremendous faith in the students' capabilities and in
their own ability to help them progress and improve their quality of life.
The findings showed high perseverance among teachers of this
population of students, who perceived their work as an educational
mission.



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