Psychosocial Health and Well-Being Among Educators Serving Students in Residential Self-Contained Special Education School Settings: A Case Study

• In Event: 18.073 - Poster Session 3
  In Poster Session: 18.073-12 - Special Education Research SIG Poster Session

Abstract

Nearly one million students in the United States are educated in separate special education learning environments commonly referred to as self-contained classrooms (i.e., classrooms serving students primarily students with disabilities). Outcomes for students can be improved by a comprehensive case study of the educators who support students’ individualized learning. The goal of this work was to understand educator mindset and supporting school profiles to inform the drafting of educator training experiences. This educational context elicits foundational information for researchers to develop strategic interventions and classroom structures targeted to improve the learning outcomes for students with special needs and their teachers. Complete discussion and analyses of mean differences among CORE results alongside measures of well-being, efficacy, and burnout are reported.

Authors

• Tia Navelene Barnes, University of Delaware

• Christina Cipriano, University of Massachusetts - Dartmouth

• Lisa Flynn, Yale University

• Susan E. Rivers, Yale University