Sufficiency of Teachers' Access to Resources and Supports for Students with Disabilities

Autor/inn/en	Gesel, Samantha A.; Foreman-Murray, Lindsay; Gilmour, Allison F.
Titel	Sufficiency of Teachers' Access to Resources and Supports for Students with Disabilities
Quelle	In: Teacher Education and Special Education, 45 (2022) 3, S.204-226 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gesel, Samantha A.) ORCID (Gilmour, Allison F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211046237
Schlagwörter	Students with Disabilities; Student Needs; Intervention; Instructional Program Divisions; Delivery Systems; Teacher Education; Teacher Attitudes; Educational Needs; Special Education Teachers; Faculty Development; General Education; Teacher Collaboration; Educational Resources; Labor Turnover; Administrator Role; Educational Environment; Teaching Conditions + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Auslieferung; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Educational need; Bildungsbedarf; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrerkooperation; Bildungsmittel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrbedingungen; Unterrichtsbedingungen
Abstract	Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers' access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers' experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01