What Special Education Teachers Want To Know

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What special education teachers want to know

By Denise Heppner

Categories: Continuous improvement, International perspectives, Outcomes, Reaching all students

“For a visual illustration of the findings of this study, download the pdf.” What do special educators want and need to learn more about? In a recent study, I addressed this question by examining the capstone literature review projects of practicing and aspiring special education teachers enrolled in post-degree studies in special education in Saskatchewan, Canada. These research projects offer insight into the areas that teachers were motivated to explore and indicated what themes of professional learning they were seeking. I examined the literature review topics of 457 special education teachers from 2009 to 2022. Teachers had been asked to choose an area of study they wished to learn more about or an issue they found challenging, with the ultimate goal of positively impacting their

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References

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Learning Forward. (2022). Standards for Professional Learning. Author.

Lives in the Balance. (2023). Different lenses, different practices, different outcomes. livesinthebalance.org/our-solution/

Moats, L.C. (2020). Teaching reading is rocket science, 2020: What expert teachers of reading should know and be able to do. www.aft.org/sites/default/files/moats.pdf

Rock, M.L., Spooner, F., Nagro, S., Vasquez, E., Dunn, C., Leko, M., Luckner, J., Bausch, M., Donehower, C., & Jones, J.L. (2016). 21st century change drivers: Considerations for constructing transformative models of special education teacher development. Teacher Education and Special Education, 39(2), 98-120.

Strickland-Cohen, M.K., Kennedy, P.C., Berg, T.A., Bateman, L.J., & Horner, R.H. (2016). Building school district capacity to conduct Functional Behavioral Assessment. Journal of Emotional and Behavioral Disorders, 24(4), 235-246.

Toste, J.R. & Lindstrom, E.R. (2022). The science of instruction: Contributions of special education research to reading science. The Reading League Journal, 3(3), 30-39.