Is the glass half full or half empty? Challenges encountered by first-year special education teachers

Journal of Special Education

Volumn 35, Issue 2, 2001, Pages 66-74

  Mastropieri, Margo A ^a  

^a GEORGE MASON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039782255     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/002246690103500201     Document Type: Article

References (15)

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9. Kilgore, K. L., & Griffin, C. C. (1998). Beginning special educators: Problems of practice and the influence of school content. Teacher Education and Special Education, 21, 155-173.
10. Mastropieri, M. A., & Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective instruction. Columbus, OH: Prentice Hall.
11. Miller, M. D., Brownell, M. T., & Smith, S. W. (1999). Factors that predict teachers staying in, leaving, or transferring from the special education classroom. Exceptional Children, 65, 201-218.
12. Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming: A research synthesis. Exceptional Children, 63, 59-74.
13. Swan, W. W., & Sirvis, B. (1992). The CEC common core of knowledge and skills essential for all beginning special education teachers. Teaching Exceptional Children, 25, 16-20.
14. U.S. Department of Education. (1998). Twentieth annual report to Congress on the implementation of the Individuals with Disabilities Act. Washington, DC: Author.
15. Wisniewski, L., & Gargiulo, R. M. (1997). Occupational stress and burnout among special educators: A review of the literature. The Journal of Special Education, 31, 325-350.