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In regarding of classroom types and students’ disability types, among 1,506 teachers who worked in self-contained classes for the disabilities, the highest one was teachers for the intellectual disabilities (n = 1,149), followed by non-categorical classes (n = 238), hearing impairments (n = 41) multiple disabilities (n = 31), visual impairments (n = 23), and physical impairments (n = 24). Teachers who worked in non-categorical resource rooms were similar to the above in elementary schools. Among 2,286 who worked in resource rooms for the disabilities, 2,272 were in non-categorical resource rooms, which followed by 8 of hearing impairments and 6 of visual impairments. Among 283 itinerant teachers for the disabilities, non-categorical programs yelled the highest number (n = 122), which followed by 52 for home schooling, 51 for students with emotional and behavioral disorders, 18 for students with visual impairments, 16 for students with hearing impairments, 10 for bedside teaching, 6 respectively for students with Autism, students with language disorders, and 2 for students with health impairments.
Gifted education in junior high schools was mostly conducted via resource rooms. Most teachers worked in academically gifted classes (n = 302), followed by 173 worked in non-categorical gifted resource rooms, 15 in intellectually gifted classes, and 8 in art classes.
In regarding of teachers’ status and qualification, among 3,747 formal junior high school teachers, 3,327 were qualified in special education and 420 were qualified in regular education. Among 842 substitute teachers, 102 were qualified in special education, 171 were qualified in regular education, and 509 did not hold a certificate.
Among 471 formal teachers in gifted education, most of them were certified in regular education, only 116 were certified in special education, and 355 were certified in regular education.
Of 282 substitute teachers who worked in self-contained classes for the disabilities in junior high schools, 64 of them were certified in special education. Among 431 substitute teachers for the disabilities in resource rooms, 84 of them were certified in special education. There were 86 substitute itinerant teachers for the disabilities, 10 of them were certified in special education. Of 43 substitute itinerant teachers for the gifted, only 4 of them were certified in special education, 25 of them were certified in regular education, and 14 of them without a certificate.
Junior High Schools
There were 4,589 special education teachers who worked in junior high school level, 4,075 worked for the disabilities and 514 worked for the gifted. There were 1,506 teachers worked in self-contained classes, 2,286 in resource rooms, and 283 in itinerant programs. Which indicated that junior high schools’ teachers for the disabilities were majorly worked in resource rooms rather than in self-contained classes. There were 498 teachers for the gifted worked in resource rooms and 16 worked in itinerant programs, which indicated that most teachers worked in resource rooms in junior high school.In regarding of classroom types and students’ disability types, among 1,506 teachers who worked in self-contained classes for the disabilities, the highest one was teachers for the intellectual disabilities (n = 1,149), followed by non-categorical classes (n = 238), hearing impairments (n = 41) multiple disabilities (n = 31), visual impairments (n = 23), and physical impairments (n = 24). Teachers who worked in non-categorical resource rooms were similar to the above in elementary schools. Among 2,286 who worked in resource rooms for the disabilities, 2,272 were in non-categorical resource rooms, which followed by 8 of hearing impairments and 6 of visual impairments. Among 283 itinerant teachers for the disabilities, non-categorical programs yelled the highest number (n = 122), which followed by 52 for home schooling, 51 for students with emotional and behavioral disorders, 18 for students with visual impairments, 16 for students with hearing impairments, 10 for bedside teaching, 6 respectively for students with Autism, students with language disorders, and 2 for students with health impairments.
Gifted education in junior high schools was mostly conducted via resource rooms. Most teachers worked in academically gifted classes (n = 302), followed by 173 worked in non-categorical gifted resource rooms, 15 in intellectually gifted classes, and 8 in art classes.
In regarding of teachers’ status and qualification, among 3,747 formal junior high school teachers, 3,327 were qualified in special education and 420 were qualified in regular education. Among 842 substitute teachers, 102 were qualified in special education, 171 were qualified in regular education, and 509 did not hold a certificate.
Among 471 formal teachers in gifted education, most of them were certified in regular education, only 116 were certified in special education, and 355 were certified in regular education.
Of 282 substitute teachers who worked in self-contained classes for the disabilities in junior high schools, 64 of them were certified in special education. Among 431 substitute teachers for the disabilities in resource rooms, 84 of them were certified in special education. There were 86 substitute itinerant teachers for the disabilities, 10 of them were certified in special education. Of 43 substitute itinerant teachers for the gifted, only 4 of them were certified in special education, 25 of them were certified in regular education, and 14 of them without a certificate.
