The purpose of this study was to investigate the effect of special education and general education professionals who receive training in preparation for dealing with students and individuals with special needs and disabilities. Three trials were taken assessing whether the professionals were able to correctly apply and detach the apparatus to the male student in a timely fashion. These trials were done before training, during training, and after training to show the significance of an educator being properly trained before dealing with students with disabilities.
One of the major concerns of educators and parents of students with special needs is the amount of training available for those who will be interacting with these particular students. As we all know there is an abundance of paperwork and documentation that goes with teaching and assisting special needs individuals; an area of concern is that the programs and training provided are mostly about formalities and technicalities and not hands on experience. To be sure these students are placed in the best care these individuals need to be properly trained and certified.
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Research provides new methods and tools available for educators to use. There are many new apparatuses and instruments that evolve frequently. Many of these are ideally fitting for the classroom setting. One of the tools happens to be the condom catheter. The catheter allows for the student to use the restroom safely and comfortably. This allows for more ease and relaxing circumstances for the student and the educator.
When the condom catheter is used students feel a stronger sense of security and it is safer than lifting the student continually each time they need changing for those that wear diapers.
Statement of the Problem
The purpose of this study was to investigate the effect of training special and general educating professionals with hands on training to better assist with their interaction with students with special needs.
Review of Related Literature
It is important for individuals that plan to succeed as a mental health professional to be properly supervised, properly trained, and prepared for many different situations. Supervision is a working alliance between a supervisor and a worker in the worker can reflect on themselves and their working situation by giving an account of their work and receiving feedback and where appropriate guidance and appraisal (Scaife, 22). Educators need to be properly trained with hands-on experience. A person cannot prepare themselves for every experience they will encounter, but it essential that mental professionals are trained to deal with and be prepared for as many experiences as they can through training and in-services. Ideally, inclusive education programs are developed during the spring for the upcoming year. When planned in the spring students can be grouped, teachers selected, and when the school year begins all systems are in place and ready (Hammeken, 15)! This does not always happen. Teachers leave or transfer, new students enroll in a new school, and situations change. Because of this all teachers need to be properly trained and have knowledge on the situations and disabling conditions that their students have for the ones that are available. At times it is impossible to prevent a change in the plan set in place the spring semester, but in these situations it is best to be as prepared as possible and not began work in disarray. No matter what role you play in special education you will need to understand fully symptoms, causality, evaluation, diagnosis, prescription, and remediation. You will have to communicate vital information to professionals, parents, and students (Roger, 32). Because of this it is imperative that all parties involved are properly trained and educated. Although special education professionals are often accompanied by paraprofessionals it is important that everyone involved in properly trained. The professional must be aware and skilled on how to give such services to the students in the absence of the paraprofessionals and to make sure they are administering the proper technique as it relates to the student. In terms of in-services available for teachers the abundance of them are for English, Reading, and Math. Those that are for special education are dealing with the paperwork and not the physical duties required of the professionals involved. Teachers need to be aware of prevention and intervention strategies in conjunction with the paperwork that is demanded of the responsible adult (Chance, 17). There are sites available that give information to those that desire to become skilled in their profession and in order to do so applied training is essential.
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Statement of Hypothesis
There are materials and tools that have been perfected for safer and easier interactions with individuals and their disabilities. It is hypothesized that those professionals that receive appropriate and concise hands-on training extensively will interact better and their preparedness will improve when dealing with students with special needs and disabilities.
Total populations of 15 special education and general education teachers were selected as samples for this study. Of the 15 teachers, five were first year special education teachers, three were second year special education teachers, and two were four year special education teachers. Of the general education teachers, three were five year teachers, and one was a third year teacher, and one was a first year teacher.
The condom catheter was used as the measuring instrument. A level of success was rated based on the successful application and removal of this instrument in a certain time frame. The test objectives were to complete application of the instrument in three minutes or less while remaining mindful of all safety regulations. Another is the removal of the catheter in three minutes or less and completing with the proper disposal. The purpose of the test is to prove that with the correct training educators can become intellectually and physically equipped to serve children with handicapping disabilities.
The design used in this study was timing each educator before training, at the midpoint of the training, and at the completion of the training. A pretest was necessary to show improvement with the adequate training and applied experience. Disqualification would be given if the necessary safety precautions were neglected in the midst of correctly placing the catheter on the student. Each person was given a maximum of 15 minutes before they would time out. Each time was rounded up to the nearest minute for an easier calculation of the amount of improvement that was gained as an effect of the guidance and instruction.
Table 1. Condom Catheter Trials
Trial Run 1
Trial Run 2
Trial Run 3
Special Educator 1
Special Educator 2
Special Educator 3
Special Educator 4
Special Educator 5
Special Educator 6
Special Educator 7
Special Educator 8
Special Educator 9
Special Educator 10
General Educator 1
General Educator 2
General Educator 3
General Educator 4
General Educator 5
Prior to beginning this procedure a meeting was called not only with the educators involved in this study, but with all teachers who could attest to this concern. Opinions and distress were discussed in reference to the comfort level the professionals felt they were lacking when interacting with the students and their special needs.
As of September 27 the study began. Each special education professional was given the condom catheter. Some had seen it before many had not. Each educator was to place the apparatus onto the male form display donated by SERS, the Special Education materials warehouse, correctly without any instruction. The following week the general educators were given the same task.
The week of October 11 the training began. The physical and occupational therapists are assigned to the campus four times a week during which the training would be conducted during these times. The proper method and technique was discussed as well as safety issues. It is important that each person is aware of the necessary safety precautions that are to be taken with each student, by bending at the knees when lifting the student and maintaining one hand on the student at all times of the completing the process.
After the second training, another trial was run with the same participants from the first trial. In this trial the times were lowered significantly although the goal of placing the instrument on correctly in a time frame of three minutes or less was not reached. The study continued and the third and fourth trainings took place.
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After the final training, the third and final trial was conducted. At this time, although everyone did not reach the three minute goal, this time in comparison to the first time was decreased significantly. Subsequent to completing the final trial the times were compared and it was obvious that applied training and in-services would be an opportunity for educators to become better prepared for their encounters with their students with disabilities without taking away an abundance of class time.
Prior to the beginning of the study there was a concern that too much class time when tending to the students with disabilities. A study was done to show a comparison between the amounts of time that could be gained when educators were properly trained with kinesthetically in dealing with their students.
At the completion of the study it was proven that the aforementioned trainings significantly reduced the amount of time the teachers spent when applying and removing a condom catheter onto their male students. In Table 1 it was proven that with more adequate training the better the professionals were able to improve with their interactions with their students with disabilities.
The results of this study support the original hypothesis. That applied trainings and in-services are important for teachers dealing with students with disabilities. These trainings allow for practice with male or female displays as they apply medical attention to these students safely and accurately.