Teachers of Children With Emotional Disturbance: A National Look at Preparation, Teaching Conditions, and Practices

Maintaining an adequate supply of qualified special education personnel is a major challenge. In particular, serious shortages of teachers of children with emotional disturbance (ED) jeopardize delivery of appropriate special education and services to this population. This article reports data from...

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Bibliographic Details
Published in:Behavioral disorders 2005-11, Vol.31 (1), p.6-17
Main Authors: Henderson, Kelly, Klein, Sheri, Gonzalez, Patricia, Bradley, Renée
Format: Article
Language:English
Subjects:
Alternative Teacher Certification
Beginning Teachers
Behavior
Behavioral disorders
Children
Comparative Analysis
Credentials
Disabilities
Educators
Emotional disorders
Emotional Disturbances
Exceptional children
Faculty Mobility
Mood disorders
Personnel Needs
Professional development
Self Evaluation (Individuals)
Special Education
Special Education Teachers
Special needs students
Student Needs
Teacher education
Teacher Qualifications
Teacher Shortage
Teachers
Teaching
Teaching Conditions
Teaching Experience
Teaching Methods
Work environment
Working conditions
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Summary:Maintaining an adequate supply of qualified special education personnel is a major challenge. In particular, serious shortages of teachers of children with emotional disturbance (ED) jeopardize delivery of appropriate special education and services to this population. This article reports data from the national Study of Personnel Needs in Special Education on the quality of personnel who teach children with ED. Teachers of children with ED are compared with other special education teachers in terms of experience, working conditions, credentials, preservice preparation, instructional skill, and future plans. Teachers of children with ED are less experienced and worked in more restrictive settings than their special education teacher colleagues. They were less credentialed and more likely to have been credentialed via alternate certification programs. Teachers of children with ED judged themselves to be more skilled in assessing and addressing behavior but less skilled in other instructional tasks.
ISSN:0198-7429
2163-5307
DOI:10.1177/019874290503100101