Teachers' perceptions of possible best practices, reported implementation and training needs for students with high support needs: Comparisons across qualification status and teacher location

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.

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

Australasian Journal of Special Education ◽

10.1017/s1030011200025240 ◽

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.

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

Australasian Journal of Special Education ◽

10.1017/s103001120002426x ◽

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.

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Student teachers' perceptions of best practice in practicum with learners who have high support needs

Australasian Journal of Special Education ◽

10.1080/1030011050290105 ◽

2005 ◽

Vol 29 (1) ◽

pp. 60-83 ◽

Cited By ~ 5

Author(s):

Jennifer Stephenson ◽

Mark Carter

Keyword(s):

Student Teachers ◽

Best Practice ◽

Support Needs ◽

Teachers Perceptions ◽

High Support

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Training needs of Portuguese practitioners working with children and young people with complex and intense support needs

Journal of Intellectual Disabilities ◽

10.1177/1744629517735230 ◽

2017 ◽

Vol 23 (4) ◽

pp. 512-525

Author(s):

Adelinda Araújo Candeias ◽

Maria Luísa Grácio ◽

Maria José Saragoça ◽

Heldemerina Pires

Keyword(s):

Special Education ◽

Young People ◽

Inclusive Education ◽

Training Needs ◽

International Classification Of Functioning ◽

Support Needs ◽

Educational Legislation ◽

Children And Young People ◽

Teachers Perceptions ◽

Short Period

Upon the publication in Portugal of Decree-Law No. 3/2008, inclusive education for all children in regular schools became compulsory. In a short period of time, the educational community (special education teachers, regular education teachers, administrators, and technicians) were required to include and teach all students in regular schools. This article characterizes Portuguese teachers’ perceptions (TPs; N = 105) about the training needs of practitioners working with children and young people with complex and intense support needs (CISNs). In this work, we use data collected using the questionnaire for practitioners working with children and young people with CISN—TPs, which was drawn up under the auspices of project ENABLIN+. The results of content analysis showed that the most frequently mentioned themes were special education, intervention strategies, international classification of functioning, disability and health, educational legislation, and family support/intervention. In conclusion, training should focus on specific contents, should be for everyone (practitioners and nonpractitioners), and should aim to improve practices, while being sufficiently flexible and differentiated to meaningfully inform each professional.

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Survey of psychologists’ telebehavioral health practices: Technology use, ethical issues, and training needs.

Professional Psychology Research and Practice ◽

10.1037/pro0000188 ◽

2018 ◽

Vol 49 (3) ◽

pp. 205-219 ◽

Cited By ~ 22

Author(s):

Robert L. Glueckauf ◽

Marlene M. Maheu ◽

Kenneth P. Drude ◽

Brittny A. Wells ◽

Yuxia Wang ◽

...

Keyword(s):

Technology Use ◽

Ethical Issues ◽

Training Needs ◽

Health Practices ◽

Telebehavioral Health ◽

And Training

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The Science of Wisdom in a Polarized World: Knowns and Unknowns

10.31234/osf.io/w9ygc ◽

2020 ◽

Cited By ~ 1

Author(s):

Igor Grossmann ◽

Nic M. Weststrate ◽

Monika Ardelt ◽

Justin Peter Brienza ◽

Mengxi Dong ◽

...

Keyword(s):

Individual Differences ◽

Problem Solving ◽

Best Practices ◽

Cognitive Sciences ◽

Methodological Challenges ◽

The Common ◽

Empirical Approaches ◽

And Training ◽

Contextual Differences

Interest in wisdom in the cognitive sciences, psychology, and education has been paralleled by conceptual confusions about its nature and assessment. To clarify these issues and promote consensus in the field, wisdom researchers met in Toronto in July of 2019, resolving disputes through discussion. Guided by a survey of scientists who study wisdom-related constructs, we established a common wisdom model, observing that empirical approaches to wisdom converge on the morally-grounded application of metacognition to reasoning and problem-solving. After outlining the function of relevant metacognitive and moral processes, we critically evaluate existing empirical approaches to measurement and offer recommendations for best practices. In the subsequent sections, we use the common wisdom model to selectively review evidence about the role of individual differences for development and manifestation of wisdom, approaches to wisdom development and training, as well as cultural, subcultural, and social-contextual differences. We conclude by discussing wisdom’s conceptual overlap with a host of other constructs and outline unresolved conceptual and methodological challenges.

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Organizing and Managing Data Analytics Teams for Procurement

The Oxford Handbook of Supply Chain Management ◽

10.1093/oxfordhb/9780190066727.013.2 ◽

2020 ◽

Author(s):

Benjamin Shao ◽

Robert D. St. Louis

Keyword(s):

Best Practices ◽

Business Strategy ◽

Data Analytics ◽

Team Members ◽

Procurement Process ◽

Using Data ◽

And Training ◽

Different Levels ◽

The Way

Many companies are forming data analytics teams to put data to work. To enhance procurement practices, chief procurement officers (CPOs) must work effectively with data analytics teams, from hiring and training to managing and utilizing team members. This chapter presents the findings of a study on how CPOs use data analytics teams to support the procurement process. Surveys and interviews indicate companies are exhibiting different levels of maturity in using data analytics, but both the goal of CPOs (i.e., improving performance to support the business strategy) and the way to interact with data analytics teams for achieving that goal are common across companies. However, as data become more reliably available and technologies become more intelligently embedded, the best practices of organizing and managing data analytics teams for procurement will need to be constantly updated.

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