ERIC Number: ED374087
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Competencies and Training of Teachers of Students with Serious Emotional Disturbances.
Denti, Louis G.; Atkinson, Susan R.
To gain more information about the skills needed and used by teachers of students with serious emotional disturbances (SED), 19 teachers of students with SED were surveyed to determine the amount of time, level of importance, and perceived adequacy of training received on 20 teacher competencies in 6 major task areas. In addition, follow-up interviews were conducted with eight respondents to see if further information might be obtained regarding teachers' actual practices, feelings, and needs in their respective classrooms. Teacher perceptions regarding the importance of some competency areas appeared to be affected by level of teaching experience and level of education. However, while all 20 competency areas were found to be of at least moderate importance, behavior management skills were found to be significantly more important. Counseling skills were used in the classroom with great frequency, and teachers expressed concern about the need for training to handle student aggression. Conferring and consulting skills were ranked among the most important teaching competencies; however, teachers reported receiving the lowest level of training in this area. Implications for preparing SED teachers include the use of a transdisciplinary service delivery model, additional training in the use of counseling skills, and interdisciplinary course offerings at the preservice level. An interview protocol, and several statistical tables are appended. (Contains 16 references.) (Author/LL)
Descriptors: Classroom Techniques, Counseling Techniques, Elementary Secondary Education, Emotional Disturbances, Higher Education, Needs Assessment, Preservice Teacher Education, Program Effectiveness, Special Education Teachers, Teacher Attitudes, Teacher Competencies, Teacher Education Programs, Teacher Student Relationship, Teaching Skills
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A