Investigating Special Education Teachers' Knowledge and Skills: Preparing General Teacher Preparation for Professional Development

Autor/inn/en	Byrd, David R.; Alexander, Melina
Titel	Investigating Special Education Teachers' Knowledge and Skills: Preparing General Teacher Preparation for Professional Development
Quelle	In: Journal of Pedagogical Research, 4 (2020) 2, S.72-82 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Byrd, David R.) ORCID (Alexander, Melina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Special Education Teachers; Knowledge Level; Teaching Skills; Inclusion; Regular and Special Education Relationship; Teacher Education; Faculty Development; Teacher Effectiveness; Special Needs Students; Personality Traits; Interprofessional Relationship; Communication Skills + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Inklusion; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sonderpädagogischer Förderbedarf; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Kommunikationsstil
Abstract	Including students with special needs in the general education classroom requires that teachers adapt their approaches to teaching to meet all students' needs. However, general education teachers are not always fully aware how best to serve special populations. This study examines what skills and knowledge special education educators feel that general education teachers and teacher candidates need in order to work with students with special needs in the inclusive environment. The researchers interviewed twenty special educators to ascertain which skills and knowledge are most commonly cited as vital to successful general education teacher/student with special needs interactions. Findings suggest that teacher education and professional development programs can benefit by providing a continuum of learning opportunities in three important areas. General educators should: first, make and carry out informed decisions, based on proper assessments data; second, develop appropriate understanding and compassion for students with special needs and their situations and third, learn to foster effective communication in and out of the classroom with all parties involved in educating this specific group of students. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey.. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01