Special Educator Knowledge and Perspectives about Inclusive Postsecondary Education Programs

Autor/inn/en	Bumble, Jennifer L.; Rooney-Kron, Magen; Gilson, Carly B.; Sanderson, Kelli A.; Regester, April
Titel	Special Educator Knowledge and Perspectives about Inclusive Postsecondary Education Programs
Quelle	In: Teacher Education and Special Education, 46 (2023) 4, S.335-353 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bumble, Jennifer L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064231185859
Schlagwörter	Special Education Teachers; Inclusion; Intellectual Disability; Developmental Disabilities; Postsecondary Education; Individualized Education Programs; Teacher Attitudes; College Choice; Teacher Characteristics; Knowledge Base for Teaching; Individualized Transition Plans; Illinois; Missouri; Texas + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inklusion; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Post-secondary education; Tertiäre Bildung; Individualized education program; Individualisierendes Lernen; Lehrerverhalten; Studienortwahl; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Special education teachers play an integral role in preparing students with intellectual and developmental disabilities (IDD) for a successful transition to their desired postsecondary pathways. As more opportunities arise for students with IDD to attend inclusive postsecondary education (IPSE) programs, there is a growing need for special educators to be well-prepared to equip their students for college. We conducted a survey of 1,086 secondary special education teachers in three states to better understand their knowledge, expectations, and perspectives regarding postsecondary options for students with IDD. We also examined the educator- and school-level factors associated with students with IDD having postsecondary goals for college in their Individualized Education Program (IEP). We describe special educator preferences for learning about college options for their students with IDD and practical implications for special educators, teacher preparation programs, and IPSE programs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01