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Among 3,323 elementary special education teachers who worked in resource rooms, 3,317 worked in non-categorical resource rooms, 4 and 2 teachers respectively worked for students with visual impairments and hearing impairments. Among 748 itinerant teachers, 433 working in non-categorical programs was the highest number, which followed by home schooling (n = 92). There were 51 itinerant teachers worked for the visually impaired, 46 for the emotional and behavioral disorders, 35 for the hearing and visual impairments, 18 for students with health impairments, 16 for the Autism, 13 for the language disorders, and 9 were bedside teaching.
In elementary gifted resource room, there were 432 teachers worked with intellectual gifted students; 8 in non-categorical resource rooms, 9 in music resource room, and 4 respectively in dance resource rooms and art resource rooms. For teachers’ employment status and qualification, among 4,812 formal teachers, 4,789 were qualified in special education while 23 were qualified in regular education. Among 1,169 substitute teachers, 943 were certified in special education, 36 were certified in regular education, and 199 did not hold a certificate. There were 1,437 teachers worked in self-contained classes for the disabilities, 3,323 in resource rooms, and 748 in itinerant programs, which indicated that teachers for the disabilities were mostly worked in resource rooms rather than in self-contained classes. There were 457 teachers worked for the gifted in resource rooms and 16 worked in itinerant programs, which indicated that teachers for the gifted were most worked in resource rooms.
Elementary Schools
There were 5,981 special education teachers who worked in elementary school level, 5,508 worked for the disabilities and 473 worked for the gifted. Teachers for the disabilities were mostly worked in self-contained classes. Among 1,437 elementary special education teachers who worked in self-contained classes, the majority of them worked in classes for intellectual disabilities (n = 1,106), which followed by those for non-categorical disabilities (n = 234), hearing impairments (n = 40), multiple disabilities (n = 30), visual impairments (n = 18), and physical impairments (n = 9).Among 3,323 elementary special education teachers who worked in resource rooms, 3,317 worked in non-categorical resource rooms, 4 and 2 teachers respectively worked for students with visual impairments and hearing impairments. Among 748 itinerant teachers, 433 working in non-categorical programs was the highest number, which followed by home schooling (n = 92). There were 51 itinerant teachers worked for the visually impaired, 46 for the emotional and behavioral disorders, 35 for the hearing and visual impairments, 18 for students with health impairments, 16 for the Autism, 13 for the language disorders, and 9 were bedside teaching.
In elementary gifted resource room, there were 432 teachers worked with intellectual gifted students; 8 in non-categorical resource rooms, 9 in music resource room, and 4 respectively in dance resource rooms and art resource rooms. For teachers’ employment status and qualification, among 4,812 formal teachers, 4,789 were qualified in special education while 23 were qualified in regular education. Among 1,169 substitute teachers, 943 were certified in special education, 36 were certified in regular education, and 199 did not hold a certificate. There were 1,437 teachers worked in self-contained classes for the disabilities, 3,323 in resource rooms, and 748 in itinerant programs, which indicated that teachers for the disabilities were mostly worked in resource rooms rather than in self-contained classes. There were 457 teachers worked for the gifted in resource rooms and 16 worked in itinerant programs, which indicated that teachers for the gifted were most worked in resource rooms.
