TY - JOUR
T1 - Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities
AU - Kurth, Jennifer A.
AU - Allcock, Heather
AU - Walker, Virginia
AU - Olson, Amy
AU - Taub, Deborah
PY - 2020/1/1
Y1 - 2020/1/1
N2 - 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.
AB - 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.
KW - inclusion
KW - low-incidence disabilities
KW - teacher learning
KW - teacher preparation practices and outcomes
UR - http://www.scopus.com/inward/record.url?scp=85084975112&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85084975112&partnerID=8YFLogxK
U2 - 10.1177/0888406420921582
DO - 10.1177/0888406420921582
M3 - Article
AN - SCOPUS:85084975112
JO - Teacher Education and Special Education
JF - Teacher Education and Special Education
SN - 0888-4064
ER -