Perceptual Differences in Quality Standards among Teachers and Related Service Personnel Who Work with Students with Emotional-Behavioral DisordersReport as inadecuate




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Journal of the American Academy of Special Education Professionals, p72-92 Fall 2008

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.

Descriptors: Behavior Disorders, Emotional Disturbances, Special Education, Special Education Teachers, Teacher Effectiveness, Online Surveys, Teacher Surveys, Teacher Education, Standards, Children, Teacher Student Relationship, Disabilities, Special Needs Students

American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor[at]aasep.org; Web site: http://www.aasep.org





Author: Manning, Maria L.; Bullock, Lyndal M.; Gable, Robert A.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3434&id=EJ1138964



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