Abstract:

This study aimed to evaluate the impact of vocational skills training and in-class arrangements on teachers and students in special education classes via pre and post evaluation research design. A total of 40 special education teachers and 110 students with mild intellectual disability were included in the study. The training program was delivered to teachers by ten highly skilled professionals. The content of training included use of technology, instructional adaptations, literacy teaching, classroom management, reduction of problem behaviors, sexual education, mathematics teaching, social skills teachings, and creativity. In regards to in-class arrangements, special education classes were standardized by the provision of technological equipment and materials. The impact of the training and in-class arrangements on teacher’s burnout, professional efficacy and professional social support levels as well as students' academic success and social and behavioral characteristics was analyzed. Overall, training plus in-class arrangements resulted in significantly improved scores on emotional exhaustion and failure dimensions of burnout, on seven domains of professional efficacy and family support and effective teaching domains of professional support. Considering students, a significant reduction was noted in problem behaviors, hyperactivity, insecurity anxiousness and aggressive behavior after interventions, whereas academic success remained similar. In conclusion, findings indicate the potential of professional skills training programs and effective in-class arrangements in improving the quality of special education services, supporting widespread use of such programs.

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