Effects of Teaching Experience and Curriculum on Teachers' Professionalism in Education of Children With Severe and Multiple Disabilities

概要

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The purposes of present study were to analyze the teachers' professionalism in the education of children with severe and multiple disabilities, and to determine effects of teaching experience in special education and curriculum organization on teachers' perception of their professionalism. A teachers' professionalism questionnaire was developed and administered to 361 teachers in special schools for children with physical disabilities. Exploratory factor analysis revealed a 5-factor solution, in which the factors were professional knowledge and skills, understanding of performance, collaboration-based teaching, enthusiasm for education, and children's health care. A 2-way ANOVA pinpointed the 2 main trends. First, all aspects of teachers' professionalism except for "enthusiasm for education" increased with years of experience. Second, teachers in charge of a curriculum aimed at training for independent living (Jiritsu-katsudo centered curriculum) had significantly less "understanding of performance" than did teachers of a curriculum designed for children with intellectual disabilities (intellectual disabilities curriculum).