The Sources of Stress for Special Educators Working in Inclusive Environments

Ian Hay; Stephen Winn

The Sources of Stress for Special Educators Working in Inclusive Environments

Ian Hay
, Stephen Winn

School of Rural Medicine

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This paper investigates the sources of teacher stress for special educators working in an inclusive education setting. The study focused on one school using a case study design. All special educators working in the secondary special education unit were administered the 'Stress in the Teacher Profession Questionnaire' developed by Travers and Cooper (1996). The major sources of the special education teachers' stress related to: (1) the constant pressure of dealing with aggressive and unpredictable students; (2) poor working conditions and facilities; (3) role ambiguity, communication and support difficulties; and (4) administration and paperwork. These concerns were aggravated by poorly designed teaching spaces that exacerbated students' behaviour management problems. The pattern of concerns identified in this research is different from that identified by mainstream teachers. Issues associated with the inclusion of students into regular schools are discussed and how special educators' stress can be better managed.

Original language	English
Title of host publication	Reimagining Practice: Researching Change: Volume 2 - Proceedings of the 1st International Conference on Cognition, Language, and Special Education Research
Editors	B. Bartlett, F. Bryer, D. Roebuck
Place of Publication	Brisbane, Australia
Publisher	Griffith University, School of Cognition, Language and Special Education
Pages	48-57
ISBN (Print)	0909291845, 0909291861
Publication status	Published - 2003
Event	1st International Conference on Cognition, Language, and Special Education Research - Surfers Paradise, Australia Duration: 5 Dec 2003 → 7 Dec 2003

Conference

Conference	1st International Conference on Cognition, Language, and Special Education Research
City	Surfers Paradise, Australia
Period	5/12/03 → 7/12/03

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Teacher Education and Professional Development of Educators

Access to Document

https://hdl.handle.net/1959.11/2028

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Hay, I., & Winn, S. (2003). The Sources of Stress for Special Educators Working in Inclusive Environments. In B. Bartlett, F. Bryer, & D. Roebuck (Eds.), Reimagining Practice: Researching Change: Volume 2 - Proceedings of the 1st International Conference on Cognition, Language, and Special Education Research (pp. 48-57). Griffith University, School of Cognition, Language and Special Education. https://hdl.handle.net/1959.11/2028

Hay, Ian ; Winn, Stephen. / The Sources of Stress for Special Educators Working in Inclusive Environments. Reimagining Practice: Researching Change: Volume 2 - Proceedings of the 1st International Conference on Cognition, Language, and Special Education Research. editor / B. Bartlett ; F. Bryer ; D. Roebuck. Brisbane, Australia : Griffith University, School of Cognition, Language and Special Education, 2003. pp. 48-57

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abstract = "This paper investigates the sources of teacher stress for special educators working in an inclusive education setting. The study focused on one school using a case study design. All special educators working in the secondary special education unit were administered the 'Stress in the Teacher Profession Questionnaire' developed by Travers and Cooper (1996). The major sources of the special education teachers' stress related to: (1) the constant pressure of dealing with aggressive and unpredictable students; (2) poor working conditions and facilities; (3) role ambiguity, communication and support difficulties; and (4) administration and paperwork. These concerns were aggravated by poorly designed teaching spaces that exacerbated students' behaviour management problems. The pattern of concerns identified in this research is different from that identified by mainstream teachers. Issues associated with the inclusion of students into regular schools are discussed and how special educators' stress can be better managed.",

keywords = "Teacher Education and Professional Development of Educators",

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booktitle = "Reimagining Practice: Researching Change: Volume 2 - Proceedings of the 1st International Conference on Cognition, Language, and Special Education Research",

publisher = "Griffith University, School of Cognition, Language and Special Education",

note = "1st International Conference on Cognition, Language, and Special Education Research ; Conference date: 05-12-2003 Through 07-12-2003",

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Hay, I & Winn, S 2003, The Sources of Stress for Special Educators Working in Inclusive Environments. in B Bartlett, F Bryer & D Roebuck (eds), Reimagining Practice: Researching Change: Volume 2 - Proceedings of the 1st International Conference on Cognition, Language, and Special Education Research. Griffith University, School of Cognition, Language and Special Education, Brisbane, Australia, pp. 48-57, 1st International Conference on Cognition, Language, and Special Education Research, Surfers Paradise, Australia, 5/12/03. <https://hdl.handle.net/1959.11/2028>

The Sources of Stress for Special Educators Working in Inclusive Environments. / Hay, Ian; Winn, Stephen.
Reimagining Practice: Researching Change: Volume 2 - Proceedings of the 1st International Conference on Cognition, Language, and Special Education Research. ed. / B. Bartlett; F. Bryer; D. Roebuck. Brisbane, Australia: Griffith University, School of Cognition, Language and Special Education, 2003. p. 48-57.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - This paper investigates the sources of teacher stress for special educators working in an inclusive education setting. The study focused on one school using a case study design. All special educators working in the secondary special education unit were administered the 'Stress in the Teacher Profession Questionnaire' developed by Travers and Cooper (1996). The major sources of the special education teachers' stress related to: (1) the constant pressure of dealing with aggressive and unpredictable students; (2) poor working conditions and facilities; (3) role ambiguity, communication and support difficulties; and (4) administration and paperwork. These concerns were aggravated by poorly designed teaching spaces that exacerbated students' behaviour management problems. The pattern of concerns identified in this research is different from that identified by mainstream teachers. Issues associated with the inclusion of students into regular schools are discussed and how special educators' stress can be better managed.

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BT - Reimagining Practice: Researching Change: Volume 2 - Proceedings of the 1st International Conference on Cognition, Language, and Special Education Research

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Hay I, Winn S. The Sources of Stress for Special Educators Working in Inclusive Environments. In Bartlett B, Bryer F, Roebuck D, editors, Reimagining Practice: Researching Change: Volume 2 - Proceedings of the 1st International Conference on Cognition, Language, and Special Education Research. Brisbane, Australia: Griffith University, School of Cognition, Language and Special Education. 2003. p. 48-57

The Sources of Stress for Special Educators Working in Inclusive Environments

Abstract

Conference

UN SDGs

Keywords

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