Pub Date : 2022-02-01DOI: 10.1177/08884064211061038
Christopher J. Cormier, LaRon A. Scott, C. Powell, Kendra M. Hall
This qualitative study of 10 Black men who teach special education found that they experience their socialization into the profession by school leaders and other system-level influencers as both challenging and conflicting. Although past research demonstrates that Black men who teach special education face pressure to engage in noninstructional roles, especially as disciplinarians and sports coaches, the impact on their school work experiences has not been examined. Study findings show that participants experience a conflict in role that creates a “glass classroom” distinct from the glass ceiling and the glass escalator. The barriers of the glass classroom make school experiences difficult because others do not see Black male teachers’ potential for other meaningful school-based assignments. Thus, their opportunities are constrained. The study uses Wingfield and Chavez’s racial inequity and occupational outcomes and role socialization theory as conceptual frameworks. Implications for practice and research are provided.
{"title":"Locked in Glass Classrooms: Black Male Special Education Teachers Socialized as Everything But Educators","authors":"Christopher J. Cormier, LaRon A. Scott, C. Powell, Kendra M. Hall","doi":"10.1177/08884064211061038","DOIUrl":"https://doi.org/10.1177/08884064211061038","url":null,"abstract":"This qualitative study of 10 Black men who teach special education found that they experience their socialization into the profession by school leaders and other system-level influencers as both challenging and conflicting. Although past research demonstrates that Black men who teach special education face pressure to engage in noninstructional roles, especially as disciplinarians and sports coaches, the impact on their school work experiences has not been examined. Study findings show that participants experience a conflict in role that creates a “glass classroom” distinct from the glass ceiling and the glass escalator. The barriers of the glass classroom make school experiences difficult because others do not see Black male teachers’ potential for other meaningful school-based assignments. Thus, their opportunities are constrained. The study uses Wingfield and Chavez’s racial inequity and occupational outcomes and role socialization theory as conceptual frameworks. Implications for practice and research are provided.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"77 - 94"},"PeriodicalIF":2.9,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44330766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1177/08884064211061189
Saili S. Kulkarni, Samuel K. Bland, Joanna Marinia Gaeta
Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and racist system of special education and are expected to become complicit in the system. For educators of color, critical affinity groups provide support, reduce trauma, and support work toward collective intersectional justice. Using qualitative narratives, this paper describes how a critical affinity group (re)positioned three SETOC as smart, knowledgeable, and addressing racism and ableism in schools. Disability studies and critical race theory (DisCrit) illuminated SETOC’s unique experiences and how they came together to process racist/ableist interactions and resisted the erasure of their identities as teachers of color. Implications discuss how teacher preparation programs can support the needs of SETOC.
{"title":"From Support to Action: A Critical Affinity Group of Special Education Teachers of Color","authors":"Saili S. Kulkarni, Samuel K. Bland, Joanna Marinia Gaeta","doi":"10.1177/08884064211061189","DOIUrl":"https://doi.org/10.1177/08884064211061189","url":null,"abstract":"Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and racist system of special education and are expected to become complicit in the system. For educators of color, critical affinity groups provide support, reduce trauma, and support work toward collective intersectional justice. Using qualitative narratives, this paper describes how a critical affinity group (re)positioned three SETOC as smart, knowledgeable, and addressing racism and ableism in schools. Disability studies and critical race theory (DisCrit) illuminated SETOC’s unique experiences and how they came together to process racist/ableist interactions and resisted the erasure of their identities as teachers of color. Implications discuss how teacher preparation programs can support the needs of SETOC.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"43 - 60"},"PeriodicalIF":2.9,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45241702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1177/08884064211070571
LaRon A. Scott, Christopher J. Cormier, Mildred Boveda
Historically, students of color with disabilities have primarily been taught by White special education professionals (Boveda & McCray, 2021; Kozleski et al., 2014). Data suggest there is a wide gap between the overrepresentation of students of color in special education (National Center for Learning Disabilities, 2020) and the underrepresentation of special education teachers of color (SETOC; Kozleski & Proffitt, 2020). That is, students of color with disabilities can complete an entire public school career without seeing a SETOC. Research, however, demonstrates students of color benefit academically, socially, and emotionally from a more diverse teacher workforce (Redding, 2019). Thus, this special issue focuses on teacher preparation and workforce development issues pertinent to diversifying the special education teacher workforce.
从历史上看，有色人种残疾学生主要由白人特殊教育专业人员教授(Boveda & McCray, 2021;Kozleski et al.， 2014)。数据显示，特殊教育中有色人种学生的比例过高(国家学习障碍中心，2020年)与特殊教育中有色人种教师的比例不足(SETOC;Kozleski & Proffitt, 2020)。也就是说，有色人种残疾学生可以在没有SETOC的情况下完成整个公立学校的职业生涯。然而，研究表明，有色人种的学生在学术上、社会上和情感上都受益于更多样化的教师队伍(雷丁，2019)。因此，本期特刊关注与特殊教育教师队伍多样化相关的教师准备和劳动力发展问题。
{"title":"Critical Issues for the Preparation and Workforce Development of Racialized Special Educators","authors":"LaRon A. Scott, Christopher J. Cormier, Mildred Boveda","doi":"10.1177/08884064211070571","DOIUrl":"https://doi.org/10.1177/08884064211070571","url":null,"abstract":"Historically, students of color with disabilities have primarily been taught by White special education professionals (Boveda & McCray, 2021; Kozleski et al., 2014). Data suggest there is a wide gap between the overrepresentation of students of color in special education (National Center for Learning Disabilities, 2020) and the underrepresentation of special education teachers of color (SETOC; Kozleski & Proffitt, 2020). That is, students of color with disabilities can complete an entire public school career without seeing a SETOC. Research, however, demonstrates students of color benefit academically, socially, and emotionally from a more diverse teacher workforce (Redding, 2019). Thus, this special issue focuses on teacher preparation and workforce development issues pertinent to diversifying the special education teacher workforce.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"5 - 7"},"PeriodicalIF":2.9,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47856270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1177/08884064211070570
Elizabeth R. Drame, Nigel P. Pierce, Halle Cairo
Many special education teacher preparation programs emphasize equity and social justice when preparing future educators who are well equipped to address racial disparities in education. Black special education teacher educators have an impactful role to play in the visioning of racially equitable teacher preparation programs, despite often being one of only a few in their departments, colleges, and institutions. The challenge, however, for these educators is navigating the pernicious, insidious, and deeply rooted barriers associated with Whiteness within predominantly White institutions. Using a DisCrit lens and Whiteness theories, the authors explored how Black teacher educators in special education experienced and disrupted the existence of Whiteness through qualitative interviews with individuals across the United States. These teacher educators presented their definition of quality special educators, as well as their recommendations for increasing racial equity in K-12 settings through preparing racial justice-focused special education teachers.
{"title":"Black Special Education Teacher Educators’ Practice of Resistance","authors":"Elizabeth R. Drame, Nigel P. Pierce, Halle Cairo","doi":"10.1177/08884064211070570","DOIUrl":"https://doi.org/10.1177/08884064211070570","url":null,"abstract":"Many special education teacher preparation programs emphasize equity and social justice when preparing future educators who are well equipped to address racial disparities in education. Black special education teacher educators have an impactful role to play in the visioning of racially equitable teacher preparation programs, despite often being one of only a few in their departments, colleges, and institutions. The challenge, however, for these educators is navigating the pernicious, insidious, and deeply rooted barriers associated with Whiteness within predominantly White institutions. Using a DisCrit lens and Whiteness theories, the authors explored how Black teacher educators in special education experienced and disrupted the existence of Whiteness through qualitative interviews with individuals across the United States. These teacher educators presented their definition of quality special educators, as well as their recommendations for increasing racial equity in K-12 settings through preparing racial justice-focused special education teachers.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"27 - 42"},"PeriodicalIF":2.9,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48547774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1177/08884064211062874
Mildred Boveda, Andrea E. Weinberg
The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The ICC-TE promotes approaches that honor sociocultural differences, model collaboration, and support the development of these practices in preservice teacher education. The authors analyzed the responses of four Latina teacher educators at a predominately white teacher preparation program and teaching artifacts created while using the ICC-TE as they co-taught a special education course. As a result of this study, the researchers refined the protocol. All participants indicated the need for more training on intersectionality, for both teacher educators of color and their white colleagues. A connecting thread across all sources of data was how institutional culture and faculty morale shaped collegiality.
{"title":"Centering Racialized Educators in Collaborative Teacher Education: The Development of the Intersectionally Conscious Collaboration Protocol","authors":"Mildred Boveda, Andrea E. Weinberg","doi":"10.1177/08884064211062874","DOIUrl":"https://doi.org/10.1177/08884064211062874","url":null,"abstract":"The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The ICC-TE promotes approaches that honor sociocultural differences, model collaboration, and support the development of these practices in preservice teacher education. The authors analyzed the responses of four Latina teacher educators at a predominately white teacher preparation program and teaching artifacts created while using the ICC-TE as they co-taught a special education course. As a result of this study, the researchers refined the protocol. All participants indicated the need for more training on intersectionality, for both teacher educators of color and their white colleagues. A connecting thread across all sources of data was how institutional culture and faculty morale shaped collegiality.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"8 - 26"},"PeriodicalIF":2.9,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41381904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-22DOI: 10.1177/08884064211059854
Sarah A. Nagro, Kevin Monnin
The purpose of this study was to investigate the potential of simulated video analysis where candidates with differing educational backgrounds taught their peers prior to engaging in an authentic field experience. Teacher candidates’ special education professional knowledge, reflective ability, and instructional skills were tracked to understand if outcomes differed based on teacher candidates’ previous teaching experience or progress toward licensure. All 37 candidates participated in three simulated video analysis sessions by recording their instruction during role-play with peers, reviewing their video independently in class, and completing a reflection matrix. Finally, candidates completed a culminating field experience project with a P-12 focus student. Results indicated significant improvements in both special education professional knowledge and reflective ability regardless of previous teaching experience or progress toward licensure. Candidates with previous teaching experience demonstrated significantly greater instructional skills than candidates with no previous teaching experience. Implications and limitations discussed.
{"title":"Using Simulated Video Analysis to Promote Special Education Teacher Candidates’ Professional Knowledge and Reflective Ability","authors":"Sarah A. Nagro, Kevin Monnin","doi":"10.1177/08884064211059854","DOIUrl":"https://doi.org/10.1177/08884064211059854","url":null,"abstract":"The purpose of this study was to investigate the potential of simulated video analysis where candidates with differing educational backgrounds taught their peers prior to engaging in an authentic field experience. Teacher candidates’ special education professional knowledge, reflective ability, and instructional skills were tracked to understand if outcomes differed based on teacher candidates’ previous teaching experience or progress toward licensure. All 37 candidates participated in three simulated video analysis sessions by recording their instruction during role-play with peers, reviewing their video independently in class, and completing a reflection matrix. Finally, candidates completed a culminating field experience project with a P-12 focus student. Results indicated significant improvements in both special education professional knowledge and reflective ability regardless of previous teaching experience or progress toward licensure. Candidates with previous teaching experience demonstrated significantly greater instructional skills than candidates with no previous teaching experience. Implications and limitations discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"269 - 285"},"PeriodicalIF":2.9,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44494751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.1177/08884064211058901
H. Mathews
In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.
{"title":"Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation","authors":"H. Mathews","doi":"10.1177/08884064211058901","DOIUrl":"https://doi.org/10.1177/08884064211058901","url":null,"abstract":"In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"5 - 25"},"PeriodicalIF":2.9,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48945310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1177/08884064211050344
Kristi Cheyney-Collante, V. Gonsalves, Sarah Giuliani
The International Dyslexia Association estimates that on average, as many as 15% to 20% of the population may display symptoms of dyslexia, which include inaccurate or laborious reading, and weak spelling and writing. Unfortunately, many individuals with dyslexia have found themselves surrounded by school and community members who do not understand this pervasive and well-documented language-learning disability. Data on experiences of diverse practitioners attempting to gain expertise in dyslexia are one critical path for identifying potential mechanisms for mitigating these challenges. In this article, the authors report on a multiple-case study designed to better understand the experiences and contexts of graduate students enrolled in an online dyslexia assessment and intervention professional development program. Analysis revealed common contextual barriers to practice across unique settings and also common supports acquired as participants built their internal capacity through their online learning experiences.
{"title":"Online Dyslexia Professional Development for Diverse Practitioners: A Multiple-Case Study","authors":"Kristi Cheyney-Collante, V. Gonsalves, Sarah Giuliani","doi":"10.1177/08884064211050344","DOIUrl":"https://doi.org/10.1177/08884064211050344","url":null,"abstract":"The International Dyslexia Association estimates that on average, as many as 15% to 20% of the population may display symptoms of dyslexia, which include inaccurate or laborious reading, and weak spelling and writing. Unfortunately, many individuals with dyslexia have found themselves surrounded by school and community members who do not understand this pervasive and well-documented language-learning disability. Data on experiences of diverse practitioners attempting to gain expertise in dyslexia are one critical path for identifying potential mechanisms for mitigating these challenges. In this article, the authors report on a multiple-case study designed to better understand the experiences and contexts of graduate students enrolled in an online dyslexia assessment and intervention professional development program. Analysis revealed common contextual barriers to practice across unique settings and also common supports acquired as participants built their internal capacity through their online learning experiences.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"246 - 264"},"PeriodicalIF":2.9,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42402946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-25DOI: 10.1177/08884064211046248
Andrew M. Markelz, Sarah A. Nagro, K. Szocik, Kevin Monnin, Margot Gerry, Anna Macedonia, Allison Mason
The purpose of this study was to examine the nature and extent that undergraduate special education programs teach special education law. Extant data from the state department of education websites and a sample of university department webpages (n = 67) were analyzed to identify educational requirements. In addition, a sample of faculty representatives (n = 26) were surveyed to triangulate extant data and provide their perceptions on special education law topics in their undergraduate programs. Results suggest universities are superseding legislative requirements, yet there is substantial variability in the decision-making that universities take to teach special education law. Faculty reported high priority for special education law topics but noted a moderate ability for preservice teachers to connect the importance of special education law to their success as educators. The authors discuss their findings and present implications for the field regarding special education law and the preparation of teachers.
{"title":"The Nature and Extent of Special Education Law in Teacher Preparation","authors":"Andrew M. Markelz, Sarah A. Nagro, K. Szocik, Kevin Monnin, Margot Gerry, Anna Macedonia, Allison Mason","doi":"10.1177/08884064211046248","DOIUrl":"https://doi.org/10.1177/08884064211046248","url":null,"abstract":"The purpose of this study was to examine the nature and extent that undergraduate special education programs teach special education law. Extant data from the state department of education websites and a sample of university department webpages (n = 67) were analyzed to identify educational requirements. In addition, a sample of faculty representatives (n = 26) were surveyed to triangulate extant data and provide their perceptions on special education law topics in their undergraduate programs. Results suggest universities are superseding legislative requirements, yet there is substantial variability in the decision-making that universities take to teach special education law. Faculty reported high priority for special education law topics but noted a moderate ability for preservice teachers to connect the importance of special education law to their success as educators. The authors discuss their findings and present implications for the field regarding special education law and the preparation of teachers.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"185 - 203"},"PeriodicalIF":2.9,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43802729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-09DOI: 10.1177/08884064211046237
Samantha A. Gesel, Lindsay Foreman-Murray, Allison F. Gilmour
Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers’ access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers’ experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics.
{"title":"Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities","authors":"Samantha A. Gesel, Lindsay Foreman-Murray, Allison F. Gilmour","doi":"10.1177/08884064211046237","DOIUrl":"https://doi.org/10.1177/08884064211046237","url":null,"abstract":"Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers’ access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers’ experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"204 - 226"},"PeriodicalIF":2.9,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47470068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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