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.

scholarly journals Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402095065
Author(s):  
Rashed Aldabas
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Descriptive Study ◽  
Severe Disabilities ◽  
Successful Implementation ◽  
Teachers Perceptions ◽  
Students With Severe Disabilities ◽  
Preparedness To Teach ◽  
Practical Implications

Successful inclusive education for students with severe disabilities (SD) relies on the preparedness of their teachers. This descriptive study investigated special education teachers’ perceptions of their preparedness to teach students with SD in inclusive educational settings. A survey was sent to 382 teachers of such students. In general, findings indicate that participants were confident that they were prepared to teach students with SD in inclusive education. Findings also show that the lowest levels of confidence were reported by participants with the shortest working experience, participants who have taught students with moderate and severe intellectual disabilities and those with multiple disabilities, participants who have taught in the lower grades, and those who have already taught in general classrooms. The practical implications of the findings are discussed for supporting successful implementation of inclusive education for students with SD in terms of improving special education teachers’ preparedness.

Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems

2018 ◽  
Vol 42 (2) ◽  
pp. 175-188
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl L. Poch
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Mathematical Problem ◽  
Visual Representations ◽  
Training And Development ◽  
Teachers Perceptions ◽  
Mathematics Problems ◽  
Perceptions Of Students ◽  
Instructional Needs

In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all aspects related to using VRs in mathematical problem-solving. Implications for teacher training and development are provided.

“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.

Issues in Rural Special Education that Affect Students with Severe Disabilities

2007 ◽  
Vol 26 (2) ◽  
pp. 3-9 ◽  
Author(s):  
Belva C. Collins
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Severe Disabilities ◽  
Personnel Preparation ◽  
Highly Qualified ◽  
Preparation Programs ◽  
Core Content ◽  
Education Delivery ◽  
Students With Severe Disabilities ◽  
Alternate Routes

Rural special education teachers of students with severe disabilities and the institutions that prepare them often are faced with unique challenges. This article discusses the need for these teachers to be prepared as independent researchers, the need for a link between core content and functional skills in the curriculum that they teach, and the need for creativity in addressing transition options. In addition, the article discusses the need for personnel preparation programs in severe disabilities to have alternate routes to certification, distance education delivery, continued federal funding, and flexibility in meeting the law regarding the requirement that all teachers be highly qualified.

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.

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