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

Abstract

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.

COVID-19 Pandemisi’nin Yükseköğretimdeki İz Düşümleri

“…There are some important factors in the higher altitudes of these departments compared to the other departments. Substantially for the departments of engineering and education faculties, the fact that the practical courses are predominant, the fact that the profession is quite interactive, the decrease in productivity with distance education may be the parameter that explains that students in these departments are affected by distance education activities more (Kurth et al, 2021). In truth, it is discovered that similar results have been achieved in studies considering the aforementioned sections (Jamalpur et al, 2021).…”

Software Development Methodologies, HEIs, and the Digital Economy

“…Therefore, changes need to be implemented incrementally, and voices of concern need to be attended to. Even if this approach to scrum adoption in senior projects may seem timeconsuming, in the end, it is the only way to promote accepted by all, and therefore sustainable, solutions [46,47]. As mentioned, the adoption of scrum as the key senior project software development method weighs heavily on the organization and coordination of the project delivery, on the alignment with the academic calendar, on curriculum requirements, on accreditation obligations, as well as on faculty preferences and time-availability.…”

Collaborative Professional Development to Support Inclusive Instruction

“…Inclusive education refers to the educational placement of students with disabilities in general education classrooms where they receive special education supports (e.g., modified or scaffolded assignments), services (e.g., speech, occupational therapy), and specially designed instruction to access the general education curriculum and make progress on their individual goals (Kurth et al, 2021). When a student is successfully included in a general education classroom, the student also experiences full membership and success in that setting (Downing, 2010).…”

“…This may be true, in part, because some teachers experience very little training on including students with SSN, including individualized supports and services that may benefit students with SSN during their teacher preparation programs (Zagona et al, 2021). Teacher preparation programs for both general and special education teachers may lack ample opportunities for practicum, student teaching, and applied assignments in inclusive, general education classrooms (Kurth et al, 2021). Educators of students with SSN must be able to individualize content, and they must also be able to collaborate with other team members to ensure implementation of supports to ensure student success (Kurth et al, 2021).…”

“…Teacher preparation programs for both general and special education teachers may lack ample opportunities for practicum, student teaching, and applied assignments in inclusive, general education classrooms (Kurth et al, 2021). Educators of students with SSN must be able to individualize content, and they must also be able to collaborate with other team members to ensure implementation of supports to ensure student success (Kurth et al, 2021). Therefore, it is important for practical professional development structures to exist that support in-service teachers to develop knowledge in supporting inclusive service delivery.…”