Teaching Students With Significant Disabilities: Qualities and Characteristics of Experts

• In Event: 75.057 - Transition Planning and Postsecondary Outcomes for Individuals With Disabilities

Abstract

Given recent increased attention to teacher evaluation, it is imperative to understand the expertise teachers need to educate students with significant disabilities. In this grounded theory study, we interviewed nine special education faculty who specialize in severe disabilities, and eight administrators responsible for supervising teachers of students with significant disabilities about the job-related skills and qualities exhibited by expert teachers of students with significant disabilities. The results indicate that in addition to systematic and student-centered instruction, expert teachers of students with severe disabilities are guided by a set of non-negotiable principles regarding inclusion and the dignity and value of students with severe disabilities. Implications for teacher preparation and evaluation are discussed.

Authors

• Andrea Ruppar, University of Wisconsin

• Carly A. Roberts, University of Washington