A Framework for Preparing to Teach Students with Extensive Support Needs in the 21st Century

Autor/inn/en	Ruppar, Andrea; Kurth, Jennifer; Bubash, Sarah; Lockman Turner, Elissa
Titel	A Framework for Preparing to Teach Students with Extensive Support Needs in the 21st Century
Quelle	In: Teacher Education and Special Education, 46 (2023) 1, S.26-43 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruppar, Andrea) ORCID (Kurth, Jennifer) ORCID (Lockman Turner, Elissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211059853
Schlagwörter	Special Education; Student Needs; Inclusion; Evidence Based Practice; Student Centered Learning; Students with Disabilities; Daily Living Skills; Academic Education; Decision Making; Values; Educational Environment; Student Rights; Student Participation; Teaching Methods; Reinforcement; Teacher Education Programs; Teacher Competencies + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Alltagsfertigkeit; Akademische Bildung; Decision-making; Entscheidungsfindung; Wertbegriff; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Positive Verstärkung; Lehrkunst
Abstract	Special education teachers for students with extensive support needs often and unwittingly make misinformed decisions. These decisions are situated within systems, which fail to support expertise development in teaching this population, resulting in decisions influenced by media, commercially available curricula, and outdated assumptions about possible student outcomes. We propose a framework for making and evaluating decisions about teaching students with extensive support needs to support teacher education in this area. Based on 45 years of research and theory, we propose that teacher educators should prepare teachers to (a) know what to teach; (b) know how to teach; and (c) identify who teaches students with extensive support needs. We further suggest that teacher education and teacher decision-making for students with extensive support needs should be evaluated based on the following basic questions: (a) Is it inclusive? (b) Is it dignifying? (c) Is it student centered? and (d) Is it evidence-based? A rationale and recommendations for practice are provided. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01