Learning gains of host schools from special education exchange program

• Main Author: Micu, Melvin Jay Gante
• Format: text
• Language: English
• Published: Animo Repository 2018
• Subjects: Special education teachers; Teacher exchange programs; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/7166
• Institution: De La Salle University

The purpose of this study is to investigate the learning gains of the host school’s faculty members from Special Education Exchange Teachers (SEETs). Personal views of the members of the faculty of each host school were collected and examined to bring to light their professional and cultural learning from social interactions with SEETs serving their respective schools.This study sought to unravel answers to three research inquiries: 1) The professional and cultural learning gains of the host schools, 2) Best practices and areas for improvements of the SEETs, and; 3) The effectiveness of SEETs in the fulfillment of the exchange program.Conducted in a school district in Williston, North Dakota this study provides a resource of information extracted from the collected and analyzed data about the professional and cultural learning of host schools from SEETs. Using a multiple case study design, this study involved five SEETs, all from the Philippines, assigned in three different host schools.The Social Exchange Theory, which posits that the exchange of social and material resources is a fundamental form of human interaction, was used as a theoretical framework for this study. Results affirmed that the exchange programs for special education teachers were not only essential in schools and their communities, but also established connectivity of nations through education. Furthermore, they fostered cultural diversity and understanding, and promoted exchange of educational ideologies and practice, as well as, strategies, technologies and techniques in educating children with special needs (CSN).Findings revealed common themes on the perspectives of faculty members from three host schools such as teaching styles, classroom environment modification and management, Philippine language, arts and traditions; SEETs’ English communication skills, work ethics, and perspectives on the exchange program.Based on the cross-case analysis, recommendations were given aimed to improve future special education exchange programs between the United States and other participating countries. They include institutionalizing a pre-service training program for incoming SEETs, establishing a framework for a teacher exchange mentorship to alleviate culture shock, providing a proper venue for dialogue between SEETs and host schools; and standardizing guidelines and procedures in fulfilling the teacher exchange program.