Faculty Perceptions of Expertise for Inclusive Education for Students with Significant Disabilities

Autor/inn/en	Kurth, Jennifer A.; Allcock, Heather; Walker, Virginia; Olson, Amy; Taub, Deborah
Titel	Faculty Perceptions of Expertise for Inclusive Education for Students with Significant Disabilities
Quelle	In: Teacher Education and Special Education, 44 (2021) 2, S.117-133 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kurth, Jennifer A.) ORCID (Walker, Virginia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406420921582
Schlagwörter	Teacher Attitudes; Teacher Educators; Expertise; Special Education; Inclusion; Students with Disabilities; Severe Disabilities; Teacher Education; Teacher Competencies; Skill Development; Teaching Conditions + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Expert appraisal; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Lehrkunst; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrbedingungen; Unterrichtsbedingungen
Abstract	Teacher preparation for inclusive education of students with significant disabilities requires an understanding of the requisite skills and dispositions to be taught during the teacher preparation period. Given the relative scarcity of inclusive placements for this population, as well as limited research-based teacher preparation practices to promote inclusive education, a Delphi study was completed to query expert faculty on the priority skills and activities used in teacher preparation. Consensus emerged through the Delphi study over three rounds of surveys to faculty, centering on essential skills of special education teachers, practices used by faculty to teach and evaluate these skills, and conditions that support and constrain teacher development of these essential skills. Although faculty largely supported research-based practices, new areas emerged, including teacher leadership skills. Implications for research and practice are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01