Developing Expertise in Teaching Students With Extensive Support Needs: A Roadmap

Ruppar, Andrea L.; Roberts, Carly A.; Olson, Amy J.

doi:10.1352/1934-9556-56.6.412

Cited by 26 publications

(34 citation statements)

References 27 publications

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“…The findings of this study demonstrate respondents ranked many of the skills as important, suggesting consensus was achieved. These findings extend previous research on teacher preparation in significant disabilities (e.g., Ruppar et al, 2017b, 2018a, 2018b) and inclusive education (e.g., Zagona et al, 2017) by identifying areas of consensus among an expert faculty panel on areas of importance for inclusive teacher preparation for students with significant disabilities. Furthermore, this information can be used by inclusive teacher preparation faculty to design inclusive fieldwork and coursework that ensures the agreed-upon content from experts in the field reflects a means of promoting further inclusion of students with significant disabilities in schools.…”

Section: Discussionsupporting

confidence: 82%

“…Recently, Ruppar and colleagues queried what makes an expert teacher of students with significant disabilities (see Roberts et al, 2018; Ruppar et al, 2018a, 2018b). They sought to understand the perceptions of various educational stakeholders including teacher educators, administrators, and expert special education teachers.…”

Section: Role Of Teacher Educators In Teacher Preparationmentioning

confidence: 99%

“…It should be noted as stakeholder groups were compared, there were administrators in noninclusive schools who took on deficit perspectives and were not able to articulate specific skills and dispositions that made an expert teacher (Roberts et al, 2018). This resulted in contrasting visions of instruction grounded in a strengths-based, compared with a deficit-based, view of educating students with significant disabilities (Ruppar et al, 2018a).…”

Section: Role Of Teacher Educators In Teacher Preparationmentioning

confidence: 99%

See 2 more Smart Citations

Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities

Kurth

Allcock

Walker

et al. 2020

Teacher Education and Special Education: The Journal of the Tea

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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.

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Section: Discussionsupporting

confidence: 82%

Section: Role Of Teacher Educators In Teacher Preparationmentioning

confidence: 99%

Section: Role Of Teacher Educators In Teacher Preparationmentioning

confidence: 99%

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Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities

Kurth

Allcock

Walker

et al. 2020

Teacher Education and Special Education: The Journal of the Tea

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“…As such, paraprofessionals working with this population must be equipped with the knowledge and skills to support teachers in implementing effective practices to address the unique range of support needs among students with severe disabilities. One particular skill area that has been identified as a high-priority strategy to be used in classrooms where students with ASD, ID, and multiple disabilities are educated is systematic instruction, a well-established evidence-based practice for students with severe disabilities (Browder, Wood, Thompson, & Ribuffo, 2014; Ruppar, Roberts, & Olson, 2018; Spooner, McKissick, & Knight, 2017).…”

mentioning

confidence: 99%

Teacher-Delivered Training to Promote Paraprofessional Implementation of Systematic Instruction

Walker

Douglas

Brewer

2019

Teacher Education and Special Education: The Journal of the Tea

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As paraprofessionals gain more instructional responsibilities for individual students, feasible training strategies must be established to promote effective delivery of instruction. This train-the-trainer study was designed to teach paraprofessionals how to implement an evidence-based instructional practice under the direction of the classroom teacher. After receiving training from a university researcher, a special education teacher trained three paraprofessionals to implement constant time delay while teaching three students with multiple disabilities. The paraprofessional training consisted of a workshop, video modeling, and coaching with performance feedback. A single-case multiple baseline across paraprofessionals design was used to evaluate the effectiveness of the teacher-delivered training package. All paraprofessionals implemented the systematic instructional procedures with high levels of fidelity and accuracy after training. The special education teacher and paraprofessionals shared their perceptions on the highly effective training and value of the study through social validity surveys. Implications and limitations of the study are discussed.

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“…Several teachers described how they learned about inclusive practices from members of the special education team who came into their classroom and modeled instructional strategies. This type of collaborative effort between special and general education teachers has been identified as a “core practice” of expert special education teachers for students with CSN (Ruppar, Roberts, & Olson, 2018). This finding offers a new contribution to the literature because there is very minimal research that has investigated the perspectives and experiences of general education teachers in inclusive classrooms.…”

Section: Discussionmentioning

confidence: 99%

Fostering Participation During Literacy Instruction in Inclusive Classrooms for Students With Complex Support Needs: Educators’ Strategies and Perspectives

et al. 2020

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Existing research has documented evidence-based practices that are effective for supporting students with complex support needs (CSN) to learn academic skills. However, there is a need to learn more about effective instructional strategies for students with CSN during literacy lessons in general education classrooms. In addition, there is a need to understand general education teachers’ perspectives on these strategies, including how they learned about them. The purpose of this study was to understand (a) the extent of participation of students with CSN in literacy instruction and activities in general education classrooms, (b) the supports educators provide during these activities, and (c) how educators learned about the strategies they use in their classrooms. We observed nine students with CSN and conducted follow-up interviews with their classroom teachers. Overall, students participated in academic activities for a majority of observations, and these activities addressed a variety of different literacy skills. Educators used research-based instructional practices to support the students including prompts and visual supports. During follow-up interviews, general education teachers described the strategies they used to support students with CSN, and they described how they learned about these strategies. Implications for future research and practice are presented.

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Developing Expertise in Teaching Students With Extensive Support Needs: A Roadmap

Cited by 26 publications

References 27 publications

Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities

Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities

Teacher-Delivered Training to Promote Paraprofessional Implementation of Systematic Instruction

Fostering Participation During Literacy Instruction in Inclusive Classrooms for Students With Complex Support Needs: Educators’ Strategies and Perspectives

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