AbstractsEducation Research & Administration

This is a case study with the aim of looking into possible factors that are assumed to contribute, in making the pre-service teachers become effective Special Needs Educators. It will present the view of a pre-service teacher on being an effective special needs educator. This study used qualitative research through a Case Study Design that allows for a more indepth and broader understanding of the phenomena being studied. The case is presented, along with the methods used to collect data, the process of collecting it, ethical concerns that were considered in conducting the study plus the steps taken to ensure the validity and reliability of the data gathered. Pertinent data was gathered through interviews. The steps in analyzing the data to arrive to the objectives of the study, was presented. Results of the study revealed that factors assumed to contribute in making pre-service teachers become effective Special Needs educators include the impression about the teaching profession that is influenced by life experiences, the attitude of pre-service teachers about Special Needs Education, the motivation for students or pre-service teachers to enroll in general education, and particularly to major in Special Education, and the understanding and perception of pre-service teachers about Special Education. The case study revealed that pre-service teachers learned varied skills from their special needs educator training, to include communication skills, leadership skills, collaboration skills, and other skills as happy, resourceful and alert. All skills are believed by the pre-service teachers to be skills that will make them effective special needs educators. For the realization of an effective Special Education implementation and adaption of Inclusive Education, it is recommended that the curriculum content of special needs education for would-be special needs teachers be reviewed constantly to accommodate the critical needs of the pre-service special needs teachers. Further, schools and universities should conduct a series of personality development trainings for the pre-service special needs educators, purposely to enhance their awareness on the kind of job they will be doing, the types of students they will be having, and how a wholesome personality will aid them implement their jobs effectively. In the same manner, schools and universities should particularly develop training programs for supervising instructors of SNE/SPED, to strengthen their capacities as motivators and “attitude change initiators” of education students, specifically those who would eventually major in SNE/SPED. And more importantly, it is recommended that Inclusive Education be practiced, rather than heard theoretically in the classroom during pre-service training for would be special needs educators.