Impact of Online Coursework for Teachers of Students with Severe Disabilities: Utilization of Knowledge and its Relationship to Teacher Perception of Competence

Abstract

This study had two purposes. The first was to explore how practicing teachers of learners with severe disabilities applied in their teaching the information provided in distance learning courses. A second purpose was to explore the relationship between the application of course content and the areas ofcourse content in which teachers perceived themselves to be more competent. Written information provided by 24 teachers oflearners with severe disabilities who participated in online coursework was analyzed qualitatively. Results indicated that teachers appreciated the opportunity to learn new information that could be applied in their classrooms, were willing to change their practices based on information provided in the coursework, and made modifications to their teaching practices in areas in which they perceived they had increased their competence to the greatest degree. Results are discussed in relation to providing online personnel development for teachers of learners with severe disabilities.

Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions

“…Results discussed previously also indicated that participants` pre-service training programs had offered coursework that focused more on characteristics of individuals with SMD than on AAC contents. This is also supported by the findings of previous studies (Andrews, 2007;Alquraini, 2014;Hanline et al, 2012;Nigam and Koul, 2009;Soto, 1997). Which revealed that challenges of implementation of AAC in classrooms consist of teachers` lack of knowledge, skills, resources, and support.…”

“…However, most studies that were reviewed addressed special and general education teachers' as well as other professionals' perceptions towards using AAC (e.g. Alkahtani, 2013;Alquraini, 2014;Andrews, 2007;Hanline et al 2012;Nigam and Koul 2009;Soto, 1997;Soto et al, 2001a;Soto et al, 2001b).…”

“…In addition, research has studied the competencies and skills that teachers should have in order to be qualified to teach students who use AAC, including knowledge of needs, characteristics and challenges of the students, knowledge of assessments, knowledge of implementation of AAC, collaboration, and parent involvement (Alquraini, 2014;Andrews, 2007;Bailey et al, 2006;Costigan and Light, 2010;Hanline et al, 2012;Koul and Lloyd, 1994;Nigam and Koul, 2009;and Soto, 1997;Soto et al, 2001a). However, no consensus has been reached on what special education teachers need to be ready to teach these students (Courtade and Ludlow, 2008).…”

“…The literature review also found that much research has been done examining teachers' use of AAC in their classrooms and what challenges teachers face while teaching students who use AAC. The challenges of implementation of AAC include teachers` lack of knowledge, skills, resources, and support (Alkahtani, 2013;Alquraini, 2014;Andrews, 2007;Costigan and Light, 2010;Hanline et al, 2012;Nigam and Koul, 2009;Soto, 1997;Soto et al, 2001a). …”

Another Tool in the Belt: Self-Directed Professional Learning for Teachers of Students with Moderate and Severe Disabilities

“…Typical professional development or learning activities take on many different forms, from workshops (e.g., Courtade, Browder, Spooner, & DiBiase, 2010) to online modules and courses (e.g., Hanline, Hatoum, & Riggie, 2013) to coaching (e.g., Bethune & Wood, 2013). In today's era of educational reform (e.g., increased emphassis on teacher evaluations; Sledge & Pazey, 2013), professional learning should also include occasions for teachers to reflect critically on their practice and to fashion new knowledge and beliefs about content, pedagogy, and learners (Avalos, 2011;Prawat, 1992).…”