Professional learning for teachers without special education qualifications working with students with severe disabilities

Jennifer Stephenson, Mark Carter, Michael Arthur-Kelly

Research output: Contribution to journalArticle

Abstract

In this article, the authors report on an individualized professional learning activity, based on the principles described by Gersten and colleagues, implemented by two academics with three teachers without special education qualifications teaching students with severe and multiple disabilities. The professional learning consisted of consultation based around observation of classroom practice (live or by video recording) focusing on the use of strategies to increase the number of opportunities for communication offered to students. Analysis of video recordings of targeted activities over baseline and intervention sessions demonstrated an increase in the opportunities teachers offered, with larger effects in two of the classes.
Original languageEnglish
Pages (from-to)7-20
Number of pages14
JournalTeacher education and special education
Volume34
Issue number1
DOIs
Publication statusPublished - 2011

Keywords

  • instructional practices
  • professional development
  • severe profound disabilities

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