Abstract of A. Zilberstein-Haham lecture

ROLE PERCEPTION AMONG SPECIAL EDUCATION TEACHERS

WORKING WITH STUDENTS WITH SEVERE MENTAL

RETARDATION AND MULTIPLE DISABILITIES

A. Zilberstein-Haham, S. Rieter

Haifa University, Israel

The present study examined role perception among special education

teachers working with students with severe mental retardation and

multiple disabilities. The perceptions of teachers working within

community educational frameworks and those teaching in residential

educational institutions were compared. The study examined whether

the work framework and the worldview that was derived from it had an

influence on the teachers' perception of their role. It also examined

whether the teachers' work seniority with this special population and

the number of professional continuing education courses they had

taken had an influence on their role perception. The study findings

indicated that the teachers were very aware of the importance of their

role for the students' advancement. Many difficulties that arise while

working with this population were emphasized. From the findings a

unique profile was received of the role perception of teachers working

with students with severe mental and physical disabilities. In spite of

the influence of the environment, all the teachers ascribed great

importance to their work and adhered to personal learning programs.

All the teachers were aware of their students' difficulties, and yet were

found to have tremendous faith in the students' capabilities and in

their own ability to help them progress and improve their quality of life.

The findings showed high perseverance among teachers of this

population of students, who perceived their work as an educational

mission.