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A Framework for Preparing to Teach Students with Extensive Support Needs in the 21st Century

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Title: A Framework for Preparing to Teach Students with Extensive Support Needs in the 21st Century
Language: English
Authors: Ruppar, Andrea (ORCID 0000-0001-8549-6815), Kurth, Jennifer (ORCID 0000-0002-5947-7642), Bubash, Sarah, Lockman Turner, Elissa (ORCID 0000-0002-5836-3088)
Source: Teacher Education and Special Education. Feb 2023 46(1):26-43.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Special Education, Student Needs, Inclusion, Evidence Based Practice, Student Centered Learning, Students with Disabilities, Daily Living Skills, Academic Education, Decision Making, Values, Educational Environment, Student Rights, Student Participation, Teaching Methods, Reinforcement, Teacher Education Programs, Teacher Competencies
DOI: 10.1177/08884064211059853
ISSN: 0888-4064
1944-4931
Abstract: Special education teachers for students with extensive support needs often and unwittingly make misinformed decisions. These decisions are situated within systems, which fail to support expertise development in teaching this population, resulting in decisions influenced by media, commercially available curricula, and outdated assumptions about possible student outcomes. We propose a framework for making and evaluating decisions about teaching students with extensive support needs to support teacher education in this area. Based on 45 years of research and theory, we propose that teacher educators should prepare teachers to (a) know what to teach; (b) know how to teach; and (c) identify who teaches students with extensive support needs. We further suggest that teacher education and teacher decision-making for students with extensive support needs should be evaluated based on the following basic questions: (a) Is it inclusive? (b) Is it dignifying? (c) Is it student centered? and (d) Is it evidence-based? A rationale and recommendations for practice are provided.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1365303
Database: ERIC
FullText Text:
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  Data: A Framework for Preparing to Teach Students with Extensive Support Needs in the 21st Century
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  Data: <searchLink fieldCode="AR" term="%22Ruppar%2C+Andrea%22">Ruppar, Andrea</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8549-6815">0000-0001-8549-6815</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kurth%2C+Jennifer%22">Kurth, Jennifer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5947-7642">0000-0002-5947-7642</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bubash%2C+Sarah%22">Bubash, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Lockman+Turner%2C+Elissa%22">Lockman Turner, Elissa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5836-3088">0000-0002-5836-3088</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+and+Special+Education%22"><i>Teacher Education and Special Education</i></searchLink>. Feb 2023 46(1):26-43.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/08884064211059853
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  Data: Special education teachers for students with extensive support needs often and unwittingly make misinformed decisions. These decisions are situated within systems, which fail to support expertise development in teaching this population, resulting in decisions influenced by media, commercially available curricula, and outdated assumptions about possible student outcomes. We propose a framework for making and evaluating decisions about teaching students with extensive support needs to support teacher education in this area. Based on 45 years of research and theory, we propose that teacher educators should prepare teachers to (a) know what to teach; (b) know how to teach; and (c) identify who teaches students with extensive support needs. We further suggest that teacher education and teacher decision-making for students with extensive support needs should be evaluated based on the following basic questions: (a) Is it inclusive? (b) Is it dignifying? (c) Is it student centered? and (d) Is it evidence-based? A rationale and recommendations for practice are provided.
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  Data: 2023
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  Data: EJ1365303
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      – SubjectFull: Special Education
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      – SubjectFull: Student Needs
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      – SubjectFull: Inclusion
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      – SubjectFull: Teacher Competencies
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      – TitleFull: A Framework for Preparing to Teach Students with Extensive Support Needs in the 21st Century
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