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Title: The Sources of Stress for Special Educators Working in Inclusive Environments
Contributor(s): Hay, Ian (author); Winn, Stephen (author)
Publication Date: 2003
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Abstract: This paper investigates the sources of teacher stress for special educators working in an inclusive education setting. The study focused on one school using a case study design. All special educators working in the secondary special education unit were administered the 'Stress in the Teacher Profession Questionnaire' developed by Travers and Cooper (1996). The major sources of the special education teachers' stress related to: (1) the constant pressure of dealing with aggressive and unpredictable students; (2) poor working conditions and facilities; (3) role ambiguity, communication and support difficulties; and (4) administration and paperwork. These concerns were aggravated by poorly designed teaching spaces that exacerbated students' behaviour management problems. The pattern of concerns identified in this research is different from that identified by mainstream teachers. Issues associated with the inclusion of students into regular schools are discussed and how special educators' stress can be better managed.
Publication Type: Conference Publication
Conference Name: 1st International Conference on Cognition, Language, and Special Education Research, Surfers Paradise, Australia, 5-7 December 2003
Source of Publication: Reimagining Practice: Researching Change: Volume 2 - Proceedings of the 1st International Conference on Cognition, Language, and Special Education Research, p. 48-57
Publisher: School of Cognition, Language and Special Education, Griffith University
Place of Publication: Brisbane, Australia
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
Other Links:;dn=007229000061347;res=IELHSS
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School of Rural Medicine

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