The Effectiveness of a Training Program in Equipping Teachers of Students with Intellectual Disabilities with Competencies for Implementing Transition Plans and Enhancing Their Teaching Self-Efficacy
Bibliographic record
Abstract
Background: Teachers working with students who have intellectual disabilities are the pillars supporting these students throughout their educational success and are primarily responsible for implementing transition plans for them. The ability of teachers working with students who have intellectual disabilities to acquire competencies related to student transition to different stages is a primary factor that makes this transition smooth. Therefore, teaching self-efficacy plays a crucial role in teachers’ success in their assigned roles and, accordingly, implementing transition plans. Objective: The study aimed to examine the effectiveness of a training program in equipping teachers working with students who have intellectual disabilities with competencies for implementing transition plans and enhancing their self-efficacy. Methods: The study adopted the quasi-experimental approach that included one experimental group subject to pre-test and post-test measurements and a follow-up measurement to evaluate the effectiveness of the training program and its sustainable results. In this study, the independent variable was the training program, while the dependent variables were the competencies for implementing transition plans and teaching self-efficacy. The study employed the following instruments: a questionnaire on the competencies of teachers of students with intellectual disabilities for implementing transition plans (developed by the researchers), a questionnaire on teaching self-efficacy among special education teachers (developed by the researchers), and a training program (developed by the researchers). Participants: The study sample comprised (13) elementary-stage teachers working with students with intellectual disabilities. The teachers demonstrated insufficient competencies in implementing transition plans and insufficient teaching self-efficacy. Results: The study's results confirmed the effectiveness of the training program in improving teachers' competencies for implementing transition plans and teaching self-efficacy. This is indicative of the effectiveness of the activities and strategies included in the program in enhancing these competencies and skills for the teachers. Conclusions: The study at hand is one of the few that contributes to the professional development of teachers working with students with intellectual disabilities in an Egyptian environment. The study also presented two measuring instruments: one for transition competencies, another for teaching self-efficacy, and a training program for enhancing both.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".