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

被引：19

作者：

Ruppar, Andrea L. ^{[1
]}

Roberts, Carly A. ^{[2
]}

Olson, Amy J. ^{[3
]}

机构：

[1] Univ Wisconsin, 1000 Bascom Mall, Madison, WI 53706 USA

[2] Univ Washington, Seattle, WA 98195 USA

[3] Winona State Univ, Winona, MN 55987 USA

来源：

INTELLECTUAL AND DEVELOPMENTAL DISABILITIES | 2018年 / 56卷 / 06期

关键词：

intellectual disability; extensive support needs; teacher preparation; qualitative research; EDUCATION; TEACHERS; INSTRUCTION; PERCEPTIONS; LITERACY; NOVICE;

D O I：

10.1352/1934-9556-56.6.412

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：412 / 426

页数：15

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