Perceptions about Expert Teaching for Students with Severe Disabilities among Teachers Identified as Experts

Autor/inn/en	Ruppar, Andrea L.; Roberts, Carly A.; Olson, Amy J.
Titel	Perceptions about Expert Teaching for Students with Severe Disabilities among Teachers Identified as Experts
Quelle	In: Research and Practice for Persons with Severe Disabilities, 42 (2017) 2, S.121-135 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796917697311
Schlagwörter	Teacher Competencies; Severe Disabilities; Expertise; Teaching Methods; Qualitative Research; Special Education Teachers; Advocacy; Teaching Skills; Systems Approach; Individualized Instruction; Collegiality; Teacher Expectations of Students; Positive Attitudes; Creativity; Improvement; Elementary Secondary Education; Semi Structured Interviews; Coding; North Carolina; Indiana; New Mexico; California; Kentucky; Washington + Suchen Sie Ihr Suchwort? Lehrkunst; Severe disability; Schwerbehinderung; Expert appraisal; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sozialanwaltschaft; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Systemischer Ansatz; Individualisierender Unterricht; Kollegialität; Kreativität; Qualitätssteigerung; Codierung; Programmierung; Kalifornien
Abstract	Teaching students with severe disabilities is a complex endeavor, and the skills and qualities of expert teachers for students with severe disabilities are not well understood. A lack of understanding about the unique roles and expertise of teachers of students with severe disabilities can influence the quality of education students with severe disabilities receive and can also affect teacher preparation, development, and evaluation. In this qualitative study, the authors interviewed 11 teachers of students with severe disabilities identified as expert teachers about their perceptions of expertise in relationship to teaching students with severe disabilities. The findings suggest that expert teachers of students with severe disabilities were perceived to demonstrate four core skills and four core qualities that are evident in their actions inside and outside of their classrooms. The four skills identified are (a) advocacy, (b) systematic instruction and academics, (c) individualization and adaptation, and (d) collegial relationships. The four qualities identified are (a) high expectations, (b) positivity, (c) flexibility and creativity, and (d) continual improvement. Implications for research, practice, and teacher evaluation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01