Faculty Publications

Title

Faculty perceptions of expertise among teachers of students with severe disabilities

Document Type

Article

Keywords

Severe disabilities, Special education, Teacher expertise, Teachers

Journal/Book/Conference Title

Teacher Education and Special Education

Volume

38

Issue

3

First Page

240

Last Page

253

Abstract

Given recent increased attention to teacher evaluation, it is imperative to understand the expertise teachers need to educate students with severe disabilities. In this grounded theory study, the authors interviewed nine special education faculty who specialize in severe disabilities about the job-related skills and qualities exhibited by expert teachers of students with severe disabilities. The results indicate that in addition to systematic and student-centered instruction, expert teachers of students with severe disabilities are guided by a set of non-negotiable principles regarding inclusion and the dignity and value of students with severe disabilities. Implications for teacher preparation and evaluation are discussed.

Original Publication Date

8-1-2015

DOI of published version

10.1177/0888406414552331

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