The Teacher Support Program

Westling, David L.; Herzog, Mary Jean Ronan; Cooper-Duffy, Karena; Prohn, Kenneth; Ray, Marissa

doi:10.1177/07419325060270030201

Cited by 19 publications

(2 citation statements)

References 28 publications

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“…Multiple and varied academic needs are often the greatest challenge for teachers implementing inclusive practices who are concerned not only about student performance, but their own accountability and teaching evaluations as well [37,38]. Räty et al [33] found that strategies such as the use of graphic organizers, visual supports, direct instruction, time delay (increased wait time with cues and prompts), and making real-life connections are EBPs that support instruction across all disciplines.…”

Section: Challenges Of Including Individuals With Intellectual Disabi...mentioning

confidence: 99%

Research and Reality: A Survey of Educators’ Perceptions about Evidence-Based Practices in Inclusive Settings for Students with Intellectual Disabilities

Casale-Giannola,

Delisio,

Sardo

et al. 2023

Education Sciences

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As the world focuses on the acceptance and inclusion of diverse individuals often referring to race, ethnicity, gender, and sexual orientation, this study focuses on the culture and identity of individuals with intellectual disabilities who are educated in an inclusive setting. Although there are currently more students with disabilities who are included in the general education classroom as compared to 20 years ago, the number of students with more severe disabilities, including intellectual disabilities (ID), lag behind those with mild to moderate disabilities. This survey study examined both why and how to best educate students with ID in the American inclusive classroom. This study, including Likert-style and open-ended questions, was administered amongst practicing educators in order to determine their perceptions of the most prominent evidence-based practices (EBPs) related to supporting students with ID. Participants were asked to rate these EBPs in terms of their usefulness and effectiveness in the classroom for students with ID. The results of this study indicate that educators are regularly implementing EBPs, such as visual supports and behavior modifications. Overall, educators feel more confident in their ability to include students with intellectual disabilities in the general education classroom, and share their perspectives about this experience.

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Section: Challenges Of Including Individuals With Intellectual Disabi...mentioning

confidence: 99%

Research and Reality: A Survey of Educators’ Perceptions about Evidence-Based Practices in Inclusive Settings for Students with Intellectual Disabilities

Casale-Giannola,

Delisio,

Sardo

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Teachers of older students also report higher levels of burnout (Carlson & Thompson, 1995; Frank & McKenzie, 1993). However, other authors argue that teachers’ perceptions and responses to student issues (i.e., diversity of student needs, lack of student progress; discipline problems) rather than students themselves are the primary reasons for attrition (Billingsley, 2004; Westling et al, 2006). For example, Hastings and Brown (2002) found that a teacher variable, the use of maladaptive coping strategies, moderates the impact of students’ challenging behaviors on teacher burnout.…”

mentioning

confidence: 99%

School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout

Ruble,

McGrew,

Fischer

et al. 2023

Rural Special Education Quarterly

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Special education teacher attrition is a significant and chronic problem that has worsened since the pandemic. A longitudinal survey of burnout was conducted with rural special education teachers ( n = 48) over four timepoints through the school year just prior to COVID-19. Both school and intrapersonal predictors of burnout obtained at the beginning of the school year were used to predict burnout at the end of the school year. Findings revealed that burnout is highly stable over the course of the school year. Furthermore, the strongest predictors of burnout at the end of the school year were baseline scores of burnout. Only one school factor, excessive work demands, and several teacher intrapersonal variables, coping, social support, and mindfulness skills predicted at least one indicator of burnout. In a regression analysis, the baseline scores of each of the different domains of burnout (emotional exhaustion, depersonalization, personal accomplishment) accounted for the most variance in burnout reported at the end of the school year, except for passive avoidance. Passive avoidance accounted for unique variance with depersonalization. These findings suggest that burnout is stable and help identify teacher intrapersonal or school factors that might be useful targets for prevention or intervention research related to burnout.

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Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review

Fontil

Gittens

Beaudoin

et al. 2019

J Autism Dev Disord

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The Teacher Support Program

Cited by 19 publications

References 28 publications

Research and Reality: A Survey of Educators’ Perceptions about Evidence-Based Practices in Inclusive Settings for Students with Intellectual Disabilities

Research and Reality: A Survey of Educators’ Perceptions about Evidence-Based Practices in Inclusive Settings for Students with Intellectual Disabilities

School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout

Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review

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