As research on those who train adults with intellectual disabilities is not significant, this study will examine research involving special needs educators in Singapore and abroad. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Studies on the stress that teachers and educators face belong to a larger effort to examine the professional stress that individuals from various professions struggle with and what the effects of that stress are. Beehr and Newman (1978) describe job stress as a condition in which factors involving an individual's job cause disruptions or enhancements to that individual's normal physical or psychological condition, leading him or her to deviate from the way he or she normally functions. One of the parameters that are considered when it comes to the job stress that teachers sometimes face, is the difference within the profession. The difference within the occupation refers to the wide range of job strains that teachers face and which depend on their various job titles and fields of work. Teachers cannot in any way be classified as a standardized group: there are many teachers who perform different tasks, face different challenges, demands and rewards that depend on factors such as the school they work in, the level of the students they teach, whether teach students with special needs, etc. For example, international studies have found that special education (SE) teachers face high levels of stress regarding a variety of concerns, ranging from their job responsibilities to SE teacher attrition. Furthermore, several studies demonstrate that the amount of stress experienced by ES teachers varies when compared to the stress that regular classroom teachers face. For example, Cherkes and Fimian (1982) found that SE teachers reported higher job stress, but Kyriacou (1987) and Trendall (1989) concluded that SE teachers reported having higher levels of stress low in their working environment compared to their colleagues in traditional schools. In their study, Williams and Gersch (2004) did not discover a large difference in the total level of stress faced by ES teachers and regular classroom teachers. Research conducted in the United States confirms these findings, with some researchers finding that SE teachers face others reporting the opposite and still others finding no difference in the levels of stress faced by SE teachers and school teachers. traditional schools. These different results may be caused by the different sociocultural and educational contexts and by a difference in the measurement tools and survey methods used in the various studies. The absence of exact definitions of stress, together with the lack of models of stress processes for SE teachers, is concerning and should not be ignored, although the paucity of these definitions and models may arise from the possibility that stress does not can be defined formally or comprehensively. Although the exact definition of stress is difficult to discern, the literature reviewed for this study makes it clear that the terms “stressors,” “stress,” “tension,” and “burnout” are not interchangeable and must be distinguished from each other. other. Work-related environmental factors that have the potential to disrupt an individual's psychological, social and mental life. and physiological health is briefly defined as a work “stressor.” These factorsStress can be calculated either subjectively (e.g., through an individual's perception of their work environment) or objectively (e.g., the actual characteristics of an environment). The negative social, physical, psychological and behavioral changes that result from exposure to stressors are referred to as “strain,” which is also described as the negative consequence of stress. “Burnout” refers to the ultimate response to continuous and intense periods of stress. Particularly present in jobs where individuals must work with others, burnout is described as a negative psychological state caused by chronic work-related stress. Burnout differs from episodic stress in that it typically has long-term effects and can result in clinical severity as individuals who experience burnout may eventually fail to recover without assistance. The literature reviewed further provides comprehensive information on the factors that contribute to the complexity of SE work environments and the specific conditions that SE teachers reported as stressful. Research highlights numerous sources of stress that SE teachers face, including discipline, contact with parents, administration, paperwork, working relationships with fellow teachers, disruptive students, and overcrowded classrooms that they are the most frequently cited sources. Other factors contributing to the stress that SE teachers face include the lack of equipment necessary to meet the needs of students and the lack of adequate professional training for educators who have difficulty meeting the needs of children with disabilities. Koeske and Koeske (1993) further classified the sources of stress that SE teachers face into four categories: organizational, interpersonal, instructional, and instructional. (2004), indicated that work environment factors (including low pay, suboptimal climate, poor administrative support and difficulty adapting to different work environments) can cause negative affective reactions such as increased levels of stress, low satisfaction work and organizational and professional decline. commitment in teachers. This could eventually cause shrinkage, which could ultimately lead to attrition. According to a qualitative study of IS teachers' intentions to leave, conducted by Morvant, Gersten, Gillman, Keating, and Blake (1995), 80% of those who planned to leave their jobs reported higher levels of stress high on a daily or weekly basis compared to just over 50% of those who remained in their positions. Those planning to leave spoke more often about stress and cited the students' wide range of needs and abilities, bureaucratic demands and expectations, and conflicting goals and instructions as factors causing them stress. Meanwhile, factors such as gender or marriage status do not appear to influence SE teachers' stress levels or their commitment to the field. Research on the contribution of a teacher's training and experience to stress levels has produced ambiguous results. New SE teachers reported feeling inadequately prepared, frustrated, and exhausted in a study conducted by Kilgore and Griffin (1998) reported by Rosenberg, O'Shea, and O'Shea (1998). More experienced SE teachers, however, reported lower levels of stress. This may be due to the possibility that they have developed methods to better manage and defuse work frustrations over time. Another study found that teachers have expectations about their tasks and roles that are not being metthey experience frustration and leave the industry. This observation corresponds to the findings of another study that cites role conflict and role ambiguity as some of the main organizational working conditions that become major sources of stress for SE teachers. Role conflict occurs when a teacher's responsibilities clash with the realities of professional life, while role ambiguity refers to a scenario in which a teacher does not have sufficient information to adequately carry out his or her professional responsibilities. It is critical to note that the importance of a potential stressor depends on how a teacher personally responds and adapts to the demands of his or her job, not on how the actual situation the teacher may be facing. Although the research-based literature on stress does not report that social work teachers experience levels of stress high enough to constitute a crisis, the population of social work teachers should be continuously monitored given the spikes in stress levels they experience. professionals meet. The literature also provides details on inclusive education, which involves all students being taught in the same class so that they have access to equal opportunities, regardless of the disabilities some pupils may have. According to Foreman (2001), inclusive education typically involves students with, or who are at risk of having, learning difficulties being taught in the same educational context as their non-disabled peers. Commonly labeled “mainstreaming” in Singapore, this strategy involves changes to school policies and practices to better meet the needs of all students. According to one study, inclusive education requires a school-wide, if not national, effort to adapt the general education framework to suit all students, with a focus on collaboration with both professionals and families of students with educational needs special. Moore (2009) further states that individual prejudices against people with disabilities must first be abolished for mainstreaming to become a reality. Brophy and Good (1974) add that it is vital for policy makers to recognize the correlation between teachers' perceptions and attitudes and their pupils' achievement, behavior and self-esteem, especially because teachers are key to determining success and the failure of these results. inclusion or mainstreaming efforts. The literature reviewed provides implications for professional practice, particularly for those responsible for developing IS teacher education programmes. Those developing SE training programs should consider factors – such as performance pressure, pupil supervision and behavior management issues, as well as the safety and hygiene of pupils with special needs – which could potentially increase levels of SE teachers' stress during the planning phase. Those building SE training programs should also incorporate lessons in organizational and behavior management skills, so that SE teachers have the ability and confidence to support pupils with special educational needs. Armed with a broad range of skills and behaviors that will positively impact their job satisfaction, teachers who receive such training will be more likely to execute their tasks and goals with confidence and will be more likely to feel a greater sense of professional fulfillment . Furthermore, the “ “shared role strategy” – how.