Career Intent Factors of Special Education Teachers Serving Students With Intellectual Disability, Developmental Delay, and Autism Spectrum Disorder

Selena J. Layden, K. Gansle, LaRon A. Scott, Meagan Dayton, G. Noell
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引用次数: 2

Abstract

Limited research exists on special education teachers (SETs) of students with intellectual disability (ID), developmental delay (DD), and/or autism spectrum disorder (ASD), their intent to leave or stay in the teaching profession, and the working conditions impacting those decisions. Through an online survey, we investigated working conditions of SETs who teach students with ID, DD, and ASD and their career intent, with attention to teacher demographic characteristics. Our investigation (n = 564) found Black/African American, Asian, Hawaiian/Pacific Islander SETs of students with ID, DD, or ASD reported higher intent to leave, as well as male SETs, compared to White SETs. Other differences are reported between groups. Results emphasize a need to focus on ways to retain SETs from underrepresented groups. Implications for practice and research related to working conditions are discussed.
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为智力残疾、发育迟缓和自闭症谱系障碍学生服务的特殊教育教师的职业意向因素
关于智力残疾(ID)、发育迟缓(DD)和/或自闭症谱系障碍(ASD)学生的特殊教育教师(SET)、他们离开或留在教师行业的意图以及影响这些决定的工作条件的研究有限。通过一项在线调查,我们调查了教授ID、DD和ASD学生的SET的工作条件及其职业意向,并关注教师的人口统计特征。我们的调查(n=564)发现,与白人SETs相比,ID、DD或ASD学生的黑人/非裔美国人、亚裔、夏威夷人/太平洋岛民SETs以及男性SETs的离职意愿更高。各组之间还报告了其他差异。研究结果强调,需要关注如何从代表性不足的群体中保留SET。讨论了与工作条件相关的实践和研究的意义。
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