Abstract
Given the unique demands of educating secondary school students with disabilities, the recent emphasis on the accountability movement, the establishment of general education curriculum standards, the discussion of high-stakes assessment, the conclusions from special education efficacy studies, and the emphasis on transition services, there is a need to examine the roles and responsibilities of secondary special education teachers. The results from this survey of secondary school teachers indicate the need for additional research regarding the effectiveness of various methods with secondary school learners; an investigation of the tutorial role of secondary school teachers; research looking at the long-term use of methods employed by teachers during different stages in their professional development; practical solutions to concerns about perceived excessive paperwork and lack of appropriate curricula at this level; and the systematic collection and analysis of local postschool outcomes for students with disabilities.
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