Maria L. Manning, Lyndal M. Bullock, Robert A. Gable
JAASEP 3(3) (2008) 72-92
Abstract
Current legislation requires school personnel to identify indicators of quality instruction for all students--including students with emotional and behavioral disorders (E/BD). While competency standards provide a measure of highly qualified teachers, questions remain whether or not there are inherent differences in what is expected by teachers and related service personnel within the classroom. Given present emphasis on inclusive education and, in light of a succession of reform initiatives it is time to reexamine perceived differences in level of relative importance attached to knowledge and skills statements based on standards established by the Council for Exceptional Children between teachers and related service personnel.
Keywords:Teacher Student Relationship, Special Education Teachers, Standards, Special Education, Teacher Education, Teacher Effectiveness, Children, Emotional Disturbances, Behavior Disorders, Special Needs Students, Disabilities, Teacher Surveys, Online Surveys
DOI: https://doi.org/10.64546/jaasep.63
