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ERIC Number: EJ1140968
Record Type: Journal
Publication Date: 2017-Jun
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1540-7969
Perceptions about Expert Teaching for Students with Severe Disabilities among Teachers Identified as Experts
Ruppar, Andrea L.; Roberts, Carly A.; Olson, Amy J.
Research and Practice for Persons with Severe Disabilities, v42 n2 p121-135 Jun 2017
Teaching students with severe disabilities is a complex endeavor, and the skills and qualities of expert teachers for students with severe disabilities are not well understood. A lack of understanding about the unique roles and expertise of teachers of students with severe disabilities can influence the quality of education students with severe disabilities receive and can also affect teacher preparation, development, and evaluation. In this qualitative study, the authors interviewed 11 teachers of students with severe disabilities identified as expert teachers about their perceptions of expertise in relationship to teaching students with severe disabilities. The findings suggest that expert teachers of students with severe disabilities were perceived to demonstrate four core skills and four core qualities that are evident in their actions inside and outside of their classrooms. The four skills identified are (a) advocacy, (b) systematic instruction and academics, (c) individualization and adaptation, and (d) collegial relationships. The four qualities identified are (a) high expectations, (b) positivity, (c) flexibility and creativity, and (d) continual improvement. Implications for research, practice, and teacher evaluation are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina; Indiana; New Mexico; California; Kentucky; Washington
Grant or Contract Numbers: N/A