Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model

Autor/inn/en	Brownell, Mary T.; Sindelar, Paul T.; Kiely, Mary Theresa; Danielson, Louis C.
Titel	Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model
Quelle	In: Exceptional Children, 76 (2010) 3, S.357-377 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Teacher Effectiveness; Special Education Teachers; Teaching Methods; Teacher Competencies; Preservice Teacher Education; Educational Research; Knowledge Base for Teaching; Educational Legislation; Politics of Education; Mainstreaming; Educational History; Educational Methods; Inclusive Schools; Federal Legislation; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Lehramtsstudiengang; Lehrerausbildung; Bildungsforschung; Pädagogische Forschung; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungsrecht; Schulgesetz; Educational policy; Bildungspolitik; History of education; Bildungsgeschichte; Educational method; Erziehungsmethode; Inclusive school; Integrative Schule; Bundesrecht
Abstract	The authors trace changes in conceptions of special education teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education teachers. Federal policy, and recent research on teaching and learning, and the response-to-intervention (RTI) movement require a shift in thinking about how to prepare quality special education teachers and the expertise they need to be effective. To function effectively in RTI and fulfill federal highly qualified teacher requirements, special education teachers must master an increasingly comp lex knowledge base and sophisticated repertoire of instructional practices. The authors contend that preservice preparation is inadequate for this purpose and that preparation for special education teaching should build up on an existing knowledge base and demonstrated competence in classroom practice. (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10