A Pilot Study to Improve Instructional Competencies of Graduate Students for Teaching Students with Learning Disabilities: Based on Syllabus Content Analysis

Abstract

Purpose: Highly qualified educators are essential to teach students with Learning Disabilities(LD), who need intensive, individualized instruction. In this study, we conducted a pilot study with graduate students to examine directions to improve instructional competencies required for teaching students with LD. Methods: We explored the degree to which special education LD courses reflect CEC standards, consisting of essential knowledge and skills of professionals for teaching students with LD, by analyzing ten syllabi from graduate programs. Results: The “program, service, and outcome,” associated with evidence-based instructional strategies for students with LD, generally showed the highest proportion, whereas “collaboration” showed the lowest proportion of the total standards in the syllabi. Conclusion: Implications and future directions for training high-quality special educators in special education graduate programs are discussed.