The Role and Responsibilities of the Special Education Teacher in Albanian Pre-University Education: A Case Study in the County of Durres

Abstract

Pre-university institutions in Albania are encouraged by the applicable legislation in force to provide the most appropriate general education for students with disabilities. It is yet unknown, nevertheless, whether special education teachers carry out the obligations set forth in the relevant legal framework and if students with disabilities are sufficiently integrated into the academic community. The purpose of this study is to determine the challenges faced by special education teachers in carrying out their duties while adhering to the applicable laws, as well as in carrying out their roles and obligations in the pre-university institution where they currently work. The given study was carried out using a survey based on quantitative and qualitative methods that are related to reaching the objective. The data used in these methods are both primary and secondary. The secondary data were obtained through a review of a wide body of literature on the role, responsibilities, and services provided by special education teachers in pre-university education. This review included perspectives from special education teachers themselves, classroom or subject teachers, parents, and others. The primary data were obtained through interviews with parents, special education teachers, teachers of the class or subject, and cooperating actors, as well as data collected through a questionnaire survey. It is clear from the answers provided by the three target groups—special education teachers, classroom or subject teachers, and parents—that different interest groups responded differently to the same question. The special education teacher and the classroom or subject teachers all stated that they had drawn up Individualized Education Plans (IEPs) that included the options (always, in most cases), while the parents stated that IEPs had never been drawn up (37%), were drawn upon infrequently (8%), and had ever been drawn upon (19%). According to special education teachers and classroom teachers, the primary collaborators in the establishment and execution of IEPs are school psychologists. Regarding the academic and developmental progress of students, 72% of special education teachers answered that they inform their parents, while 25% answered that they do so in most cases, and 3% of them answered that they never inform the parents of the students. More than half of the parents (51.4%) answered that they are not informed by the special education teachers, and 21% of the parents were never informed. In terms of professional development, 87% of special education teachers adhere to the principles of both inclusive education and special education. In conclusion, we can highlight that cooperation between professionals and parents is crucial, as is participation in training, the implementation of resources and physical conditions, and the establishment of a closer relationship between psychologist and student, special education teacher and student with disabilities, so that these special education teachers can fulfill their duties and the responsibilities assigned by the law as well as deal with students with disabilities, their skills, and integration in the community.

Received: 21 February 2023 / Accepted: 21 April 2023 / Published: 5 May 2023