Structure And Characteristics Of Special Education Teachers’ Quality Under The Combination Of Special Education And Rehabilitation

As the improvement of special children diagnosis technology, the state’s emphasis on special children and special education, popularization of the advanced education concept such as inclusive education, especially the development of combination of special education and rehabilitation, more and more special children were diagnosed and went to special schools. Types of special children increase and children vary in the degree of disorder. This added more difficulty to special education teachers’ work.. As this study shows that only 38% teachers have professional special education background. Since a lot of special school teachers used to be ordinary schools teachers, they know little about special education and they don’t have enough knowledge and experience to do with the increasing types of special children.Through a series of papers and policies,we can tell that our country is transforming its special education development on a macro level from a traditional mode into education and rehabilitation combining mode. At the same time, the development of combination of special education and rehabilitation propose more requirement on special education teachers, and so does the development of inclusive education to special school education. School education should not only teach children common sense in life but also rehabilitation training, enabling them to better integrate into society. Special education teacher is the practice explorer and driving force of development of special education philosophy transformation, in that, improving special education teachers’ quality has become the new request on special education teachers. Therefore we need to explore and objectively analyze the structure of special education teacher’s quality to guide the cultivating and training of special education teachers. This study enriches the existing research on teacher quality and makes a certain contribution to the combination of special education and rehabilitation and to transition of special education.This study based on the analysis of research about special education teachers’ quality at home and abroad. Against the shortcomings of the existing research, we adopt the combination of top-down and bottom-up comprehensive research orientation. Using exploratory factor analysis and confirmatory factor analysis technology, we create the measuring tool of special education teachers’ quality under the combination of special education and rehabilitation, to meet the requirements of research and psychometrics. Besides, we analyze characteristics of special education teachers’ quality in the demographic variable with sampling analysis.The entire study includes three main studies. They are the structure of special education teachers’ quality under the combination of special education and rehabilitation, the measuring tool of it and characteristics of it. Here are conclusions integrated the research.(1)Special education teachers’ quality under the combination of special education and rehabilitation consists of four dimensions: professional cognition, professional knowledge, teaching technique and rehabilitation skills.(2)The questionnaire named special education teachers’ quality under the combination of special education and rehabilitation in the study has good reliability and validity. It meets the requirements of psychometrics, and can be used as the measuring tool of this study.(3)Under the combination of special education and rehabilitation, special education teachers’ quality in China is in the medium level. The score of each dimension sorting as: professional cognitive > teaching technique > professional knowledge > rehabilitation skills.(4)In general, there is a significant difference in different teaching experience, the total average score of teachers on burnout is lower than that of other teachers.(5)The score of teachers major in special is significantly higher than that of other none-special-education teachers on the professional knowledge and rehabilitation skills.(6)The total average score of teachers whose subject is about rehabilitation is higher than that of other teachers under the combination of special education and rehabilitation.The total average score of teachers with graduate degree is higher than that of other teachers. The results are the same on four dimensions.(7)The total average score of teachers is roughly improving as the rise of teachers’ professional title and degree.(8)Rehabilitation courses’ quality lies in the teachers’ knowledge and skill levels.Schools should focus on improving teachers’ quality, especially professional knowledge and rehabilitation skill.