Developing Expertise in Teaching Students with Extensive Support Needs: A Roadmap

Expertise among teachers of students with extensive support needs is not well understood, and beliefs about what constitutes quality education for this population vary widely. We discuss findings from prior research on teacher preparation in relation to high-leverage practices and expertise developm...

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Bibliographic Details
Published in:Intellectual and developmental disabilities 2018-12, Vol.56 (6), p.412-426
Main Authors: Ruppar, Andrea L, Roberts, Carly A, Olson, Amy J
Format: Article
Language:English
Subjects:
Beginning Teachers
Decision making
Educational Environment
Educational Quality
Expertise
Intellectual Disability
Learning
Preservice Teachers
Special education teachers
Student Needs
Teacher Competencies
Teacher Education Programs
Teacher Educators
Teaching
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Summary:Expertise among teachers of students with extensive support needs is not well understood, and beliefs about what constitutes quality education for this population vary widely. We discuss findings from prior research on teacher preparation in relation to high-leverage practices and expertise development for students with extensive support needs within the social contexts of schools. We identify four core practices of expert teachers for students with extensive support needs, and we theorize the progression from novice to expert for each core practice using Dreyfus's (2004) model of expertise.
ISSN:1934-9491
1934-9556
DOI:10.1352/1934-9556-56.6.412