Faculty Perceptions of Expertise Among Teachers of Students With Severe Disabilities

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

doi:10.1177/0888406414552331

Cited by 19 publications

(27 citation statements)

References 24 publications

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“…We conducted in-depth, semistructured interviews with teachers nominated as experts in teaching students with severe disabilities to examine the teaching behaviors, professional behaviors, knowledge, and dispositions necessary to effectively navigate the job of teaching students with severe disabilities. The data we report are a subset of a larger qualitative data set examining definitions of expertise in teaching students with severe disabilities from the perspectives of multiple stakeholder groups (see Ruppar, Roberts, & Olson, 2015). The research question that guided this study was as follows:…”

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confidence: 99%

Perceptions About Expert Teaching for Students With Severe Disabilities Among Teachers Identified as Experts

Ruppar

Roberts

Olson

2017

Research and Practice for Persons with Severe Disabilities

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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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confidence: 99%

Perceptions About Expert Teaching for Students With Severe Disabilities Among Teachers Identified as Experts

Ruppar

Roberts

Olson

2017

Research and Practice for Persons with Severe Disabilities

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“…Each of these decisions is interconnected and must be guided by a conceptual framework (Ruppar, Roberts, & Olson, 2014). (b) Where will students learn?…”

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A Preliminary Study of the Literacy Experiences of Adolescents With Severe Disabilities

Ruppar

2014

Remedial and Special Education

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Literacy has been widely identified as a curricular priority for students with severe disabilities (Agran, 2011) and has recently been the focus of a growing body of intervention research. For adolescents, perspectives on appropriate literacy content, contexts, and materials are widely divergent, as the relative importance of academic and functional skills is more contested than in earlier grades (Bouck, 2009;Browder, Trela, & Jimenez, 2007;Copeland & Keefe, 2007). Despite increased attention on literacy for students with moderate and severe disabilities in recent years, the impact on practice has not been measured (Copeland, Keefe, Calhoon, Tanner, & Park, 2011). To make recommendations for improving literacy instruction, it is constructive to understand the current state of practice. Literacy for Students With Severe DisabilitiesWhen designing instruction, four key decisions must be made: (a) What will students learn? (b) Where will students learn? (c) What materials will they use? and (d) How will students demonstrate learning? Each of these decisions is interconnected and must be guided by a conceptual framework (Ruppar, Roberts, & Olson, 2014). In literacy, teachers' decisions have historically been guided by a narrow focus on sight word instruction, often without reference to a broader communicative purpose (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006). Research strongly supports that students with severe disabilities can acquire sight words through systematic instruction (Browder, Ahlgrim-Delzell, Spooner, Mims, & Baker, 2009). Recently, researchers and teachers have recognized that literacy should be more comprehensive (Browder et al. 2006). Browder and colleagues thus adopted a broader conceptual framework, focusing on phonemic awareness, phonics and print awareness, vocabulary, fluency, and comprehension (National Reading Panel [NRP], 2000). This line of research continues and has been highly influential in the field (e.g.

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“…This ability to continually advocate for students and act as a change agent has also been identified as an indicator of expertise of teachers of students with significant disabilities (Ruppar, Roberts, & Olson, 2015, 2017) and is an essential disposition for preservice teachers to gain during their teacher preparation. Teacher educators need to prepare preservice teachers who are ready to negotiate these challenges while actively problem solving to promote change (Ashby, 2012; Cameron & Cook, 2007; Copeland et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Teacher Educators’ Perspectives: Preparing Preservice Teachers to Provide Access to the General Curriculum

Olson

Roberts

2018

Remedial and Special Education

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Teacher educators play a critical role in preparing preservice teachers to provide students with significant disabilities access to the general curriculum. This qualitative study investigated 11 teacher educators’ definitions of access and their self-reflections on their practices to prepare preservice teachers to provide students with significant disabilities access to the general curriculum. Teacher educators described their practices, which included shaping preservice teachers’ philosophies and dispositions and preparing them with the knowledge and skills to provide access. Findings from this study could translate into improved outcomes for teacher educators, preservice teachers, and ultimately students with significant disabilities.

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Faculty Perceptions of Expertise Among Teachers of Students With Severe Disabilities

Cited by 19 publications

References 24 publications

Perceptions About Expert Teaching for Students With Severe Disabilities Among Teachers Identified as Experts

Perceptions About Expert Teaching for Students With Severe Disabilities Among Teachers Identified as Experts

A Preliminary Study of the Literacy Experiences of Adolescents With Severe Disabilities

Teacher Educators’ Perspectives: Preparing Preservice Teachers to Provide Access to the General Curriculum

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