on the needs and concerns of beginning teachers in general, there is no such research base for beginning special education
Normal education challenges
Veenman (1984), in a classic study, rank-ordered
the problems identified in the literature as the primary problems experienced by beginning teachers. Later, Dollase (1992) surveyed beginning teachers regarding their perceptions of the seriousness of Veenman’s list of potential problems. The results of the two studies are similar in that eight of the top 12 problems are the same in both lists. Issues relating to discipline, motivating students, individual differences in students, individual student problems, materials and supplies, lack of time, organizing class time and activities, and effective teaching methods were identified as high ranking problems in both studies.
Huling-Austin and Murphy (1987) surveyed
over 150 beginning teachers and found that the areas in which beginning teachers most frequently reported needing assistance were managing discipline; finding time to plan, grade papers, and keep records; motivating students; and dealing with individual differences. Sears, Marshall, and Otis-Wilburn (1994) used case studies to examine the experiences of first year teachers and found the following concerns: classroom management, administrative paperwork, parental communication, grading, appropriate instructional materials, and the need for encouragement and support.
Special education challenges
Most of the information on the
needs and concerns of beginning special education teachers is extrapolated from the research on attrition of special education teachers in general (Billingsley & Cross, 1991; Brownell & Smith, 1992; Platt & Olsen, 1990). While there are certainly some similarities between needs and concerns and the reasons teachers leave the field, there are also some differences. There may be needs that are not severe enough to lead to leaving the profession, but that may be important needs to address.
Special educators report a need
for assistance in understanding district policies and procedures and the legal requirements implicit in special education programs. Their concerns with excessive paperwork, meetings, and legal authority are evidence of their frustration with the increasing bureaucratization of special education (Billingsley, Bodkins, & Hendricks, 1993; Billingsley & Cross, 1991; Platt & Olson, 1990).
Serious discipline problems, lack of
student progress, and extreme diversity in student needs have also been identified as concerns linked with attrition (Billingsley & Cross, 1991).
The beginning teachers reported that the
fourth area of need was resources/materials (locating, collecting, disseminating, or selecting materials, equipment, or other resources for use by the teacher). They also reported a rather large discrepancy between the amount of assistance they needed in this area and the amount of assistance they actually received.
there was a fairly large discrepancy
between the amount of assistance the teachers reported needing and the amount of assistance they reported receiving. The teachers indicated that they needed quite a bit more assistance in the area of curriculum and instruction than they actually received.
The beginning special education teachers
indicated that they received the largest amount of assistance from fellow special education teachers. They reported that school administrators and their assigned mentors provided less assistance. They reported receiving even less assistance from the special education administrators and general education teachers. Standard deviations were fairly large indicating a good deal of variability in the responses, however