Education of Students With High Support Needs: Teachers’ Perceptions of Possible Best Practices, Reported Implementation and Training Needs

1998 ◽  
Vol 22 (2) ◽  
pp. 76-94
Author(s):  
Susanne E. Chalmers ◽  
Mark Carter ◽  
Mark Clayton ◽  
Julie Hook
Keyword(s):  
Best Practices ◽  
Severe Disabilities ◽  
Training Needs ◽  
Teachers Perceptions ◽  
Therapy Services ◽  
Barriers To Implementation ◽  
Students With Severe Disabilities ◽  
Education Of Students ◽  
And Training ◽  
High Support

Teachers of students with severe disabilities in three NSW Department of School Education regions were surveyed to obtain their views on a set of 42 statements reflecting possible “best practices” in the education of students with severe disabilities. Teachers were also surveyed regarding their reported extent of implementation of each practice, their training needs and the perceived barriers to implementation. A total of 99 responses were received, 83 of which were appropriately targeted. Results indicated that teachers agreed for the most part with the statements but reported they were not always able to implement fully every practice for reasons such as inadequate staffing, lack of time, insufficient funds and inadequate access to therapy services. Teachers indicated that their greatest needs for inservicing were in the areas of managing challenging behaviour and teaching communication and social skills.

Teachers’ Perceptions of Possible Best Practices, Reported Implementation and Training Needs for Students with High Support Needs: Comparisons Across Qualification Status and Teacher Location

1998 ◽  
Vol 22 (1) ◽  
pp. 50-70
Author(s):  
Mark Carter ◽  
Susanne E. Chalmers ◽  
Mark Clayton ◽  
Julie Hook
Keyword(s):  
Special Education ◽  
Best Practice ◽  
Severe Disabilities ◽  
Training Needs ◽  
Teachers Perceptions ◽  
Therapy Services ◽  
Students With Severe Disabilities ◽  
And Training ◽  
High Support ◽  
Level Of Agreement

This study reports a further analysis of data presented by Chalmers, Carter, Clayton and Hook (in press) that examined teachers’ perceptions of possible best practice, reported implementation and training needs. Teachers of students with severe disabilities in 3 NSW Department of School Education regions were surveyed with 83 useable surveys being returned. Comparisons were made between teachers who worked in Schools for Specific Purposes (SSP) and those who working in support classes in regular schools as well as teachers with formal special education qualifications and those without such qualifications. Teachers in support classes reported a higher level of agreement with a majority of practices and disproportionately high levels of implementation when compared with teachers in SSPs. Teachers with formal special education qualifications reported higher levels of agreement than teachers without formal qualifications on the majority of items, but implementation levels were similar. There also appeared to be systematic differences in reported inservice training needs. Inadequacies in therapy services were reported as a barrier to best practice by over 50% of support class teachers.

An Examination of the Acceptability of Instructional Practices for Students with Severe Disabilities in General Education Settings

1994 ◽  
Vol 19 (2) ◽  
pp. 75-83 ◽  
Author(s):  
Felix F. Billingsley ◽  
Bridget Kelley
Keyword(s):  
Best Practices ◽  
General Education ◽  
Regular Education ◽  
Severe Disabilities ◽  
Teacher Preparation Programs ◽  
Practice Research ◽  
Preparation Programs ◽  
Academic Settings ◽  
Students With Severe Disabilities ◽  
Education Of Students

This study investigated 51 instructional methods specifically targeted as best practices for the education of students with severe disabilities. A survey was mailed to 120 project directors, professors, administrators, and researchers who provided direct and/or indirect services to individuals with severe disabilities. A total of 53 surveys (44%) was returned and 51 were included in the final data analysis. Participants judged each method on familiarity, soundness, and appropriateness for implementation in general education settings. Findings indicated that all methods were judged both sound and appropriate by the majority of participants. Twelve methods, however, were considered inappropriate in academic settings by 20% or more of the respondents, whereas one method was considered inappropriate by at least 20% of participants in other regular education settings. Implications for practice, research, and preservice teacher preparation programs are discussed.

Student Teachers’ Perceptions of Best Practice in Practicum with Learners Who Have High Support Needs

2005 ◽  
Vol 29 (1) ◽  
pp. 60-83
Author(s):  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Special Education ◽  
Best Practices ◽  
Student Teachers ◽  
Special Education Teachers ◽  
Best Practice ◽  
Support Needs ◽  
Teachers Perceptions ◽  
Self Reports ◽  
Education Of Students ◽  
High Support

Student teachers’ perceptions of possible best practices in the education of students with high support needs and their reports of level of implementation during field experience were investigated in this research. In addition, the student teachers’ suggestions for other indicators of best practice and their perceptions of barriers to best practice were examined. These data were also compared with that obtained in a previous study of teachers. Students reported high levels of agreement with best practice indicators, broadly consistent with the views of teachers. In contrast, students reported substantially lower levels of perceived implementation than teachers. Exploration of the reasons for these perceived differences is a priority for university educators involved in preparation of special education teachers. In addition, weight is added to the argument that evaluation of implementation of best practice should draw on a range of sources and that sole reliance on retrospective teacher self‐reports may be problematic.

Special Education Teachers’ Perceptions of Preparedness to Teach Students With Severe Disabilities

2016 ◽  
Vol 41 (4) ◽  
pp. 273-286 ◽  
Author(s):  
Andrea L. Ruppar ◽  
Lance S. Neeper ◽  
Jennifer Dalsen
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Severe Disabilities ◽  
Master's Degrees ◽  
Teachers Perceptions ◽  
Experience Levels ◽  
Instructional Needs ◽  
Students With Severe Disabilities ◽  
Preparedness To Teach

In the current study, special education teachers’ perceptions of preparedness to implement recommended practices for students with severe disabilities were examined. A vignette-style survey was sent to special education teachers assigned to teach students with severe disabilities. Overall, respondents reported higher perceptions of preparedness to manage educational programs than to provide direct services to students with severe disabilities. Teachers with a generalist (i.e., cross-categorical) licensure were significantly less prepared to meet intensive medical, communication, and instructional needs of students with severe disabilities. Teachers with master’s degrees felt more prepared to work with students with severe disabilities in several key areas, although they felt less prepared to address long-term curriculum development. Perceptions of preparedness to teach students with severe disabilities varied among teachers with different types of teaching licenses, different levels of education, and different experience levels.

“Developing That Balance”: Preparing and Supporting Special Education Teachers to Work With Paraprofessionals

2018 ◽  
Vol 42 (2) ◽  
pp. 117-131 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Carly B. Gilson ◽  
Erik W. Carter
Keyword(s):  
Special Education ◽  
Leadership Development ◽  
Teacher Development ◽  
Special Education Teachers ◽  
Personal Development ◽  
Severe Disabilities ◽  
Future Research ◽  
Individual Interviews ◽  
Students With Severe Disabilities ◽  
Education Of Students

The prominence of paraprofessionals in the education of students with severe disabilities highlights the importance of ensuring special education teachers provide effective supervision and support. The authors conducted in-depth individual interviews with members of nine educational teams—a total of 22 teachers and paraprofessionals—to identify (a) the competencies they consider important for special education teachers to work effectively with paraprofessionals and (b) their recommendations for equipping teachers to develop these competencies. Participants identified 10 competencies addressing three areas contributing to balanced leadership: knowledge, skills, and dispositions. They also recommended eight avenues for leadership development spanning three broad pathways: university-based preparation, school/district support, and personal development. The authors’ findings suggest the need to embed development of these competencies within existing training and support programs for teachers. The authors offer recommendations for future research and practice targeting teacher development in these areas.

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