Only 30% of general-education teachers feel "strongly" that they can
successfully support students with learning disabilities, according to a
recent survey by About one-third of teachers surveyed
said they have not received professional development on teaching
students with special needs.
Forward together: Helping educators unlock the power students who learn differently. (2019).
National Center for Learning Disabilities and Understood.org.
https://www.ncld.org/wp-content/uploads/2019/05/Forward-Together_NCLD-report.pdf
The findings square with the conclusions of a survey conducted earlier this year. That survey found that special education teachers are concerned about the ability of general education teachers and supervisors to work with students who have disabilities. Of the special education teachers who participated in the 's survey, fewer than 15 percent thought their general education colleagues were highly prepared to work with students with disabilities. Both sets of teachers felt they weren't given ample time to plan with peers and had questions about their ability to co-teach with colleagues.
Survey: Ground-Level Perspectives on Special Education. (2019). Arlington, VA: Council for Exceptional Children.
https://www.edweek.org/ew/articles/2019/02/27/survey-offers-front-line-view-into-special-education.html
The two surveys do highlight a key difference in how special education and general education teachers view IEPs: the special education teachers see the individualized education plans as essential documents that play a large role in determining student and teacher success; their general education colleagues are more likely view IEPs as mere paperwork. Of the general education teachers who participated in the National Center for Learning Disabilities and Understood survey, just 56 percent of teachers believed IEPs provide value to students, and just 38 percent believe IEPs improve their teaching.
Forward together: Helping educators unlock the power students who learn differently. (2019).
National Center for Learning Disabilities and Understood.org.
https://www.ncld.org/wp-content/uploads/2019/05/Forward-Together_NCLD-report.pdf
The findings square with the conclusions of a survey conducted earlier this year. That survey found that special education teachers are concerned about the ability of general education teachers and supervisors to work with students who have disabilities. Of the special education teachers who participated in the 's survey, fewer than 15 percent thought their general education colleagues were highly prepared to work with students with disabilities. Both sets of teachers felt they weren't given ample time to plan with peers and had questions about their ability to co-teach with colleagues.
Survey: Ground-Level Perspectives on Special Education. (2019). Arlington, VA: Council for Exceptional Children.
https://www.edweek.org/ew/articles/2019/02/27/survey-offers-front-line-view-into-special-education.html
The two surveys do highlight a key difference in how special education and general education teachers view IEPs: the special education teachers see the individualized education plans as essential documents that play a large role in determining student and teacher success; their general education colleagues are more likely view IEPs as mere paperwork. Of the general education teachers who participated in the National Center for Learning Disabilities and Understood survey, just 56 percent of teachers believed IEPs provide value to students, and just 38 percent believe IEPs improve their teaching.
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