PROFESSIONAL DEVELOPMENT AND RESOURCES FOR SPECIAL EDUCATORS IN THE RESOURCE ROOM: A CASE STUDY ON SPECIAL EDUCATION IN PALESTINE

Abstract

In Palestine, resource rooms were established to assist students with Special Educational Needs (SEN). Therefore, getting acquainted and familiarized with the knowledge, experiences, and professional needs of resource room teachers (RRTs) is vital. This qualitative case study aimed to explore RRTs’ professional needs. Data were collected from three resource room teachers using semi-structured interviews and reviewing relevant documentation. Thematic analysis of the data generated two themes in addressing the objective of the study. The emerging themes were (1) professional development, and (2) resources. Results revealed that RRTs required in-service training, including diagnosing students with special needs, teaching methods, creating teaching aids and IEPs, and assessments. Additionally, hands-on experience is required. RRTs also needed resources including raw materials, stationery, devices, and references. The novelty factor of this research is that this is the first Palestinian study to provide insight into RRTs’ professional needs. The outcomes may considerably help policymakers improve resource room practices and enhance the services, support, and special education programs offered to special educators.