NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ999343
Record Type: Journal
Publication Date: 2012-Nov
Pages: 21
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-0748-8491
Importance, Usage, and Preparedness to Implement Evidence-Based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers
Gable, Robert A.; Tonelson, Stephen W.; Sheth, Manasi; Wilson, Corinne; Park, Kristy Lee
Education and Treatment of Children, v35 n4 p499-519 Nov 2012
A growing number of students with emotional disabilities (ED) receive at least some of their instruction in general education classrooms. Accordingly, special education and general education teachers must be prepared to address the diverse academic and non-academic needs of students with ED. In the present study, we conducted a survey to identify teacher perspectives regarding the (a) importance, (b) amount of use, and (c) level of preparation regarding 20 evidence-based practices identified from a review of the literature. Survey results indicated that many special education teachers and general education teachers lack the necessary preparation to implement a number of evidence-based classroom practices effectively. Findings have major implications for preservice teacher education and in-service professional development. (Contains 8 tables.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A