Abstract
Researchers have suggested that educating learners with special needs entails particular cognitive skills and that teachers make differential judgments about students with disabilities (Bartelheim & Evans, 1993; Bay & Bryan, 1991; Blanton, Blanton, & Cross, 1994). In this study, a stimulated recall procedure was used to examine the instructional decision making of 19 expert special educators. Qualitative analysis of the data indicated that a highly detailed and extensive knowledge base about students enabled these teachers to (a) assess their students' academic and emotional states of mind and (b) effectively address the students' needs within the classroom. The authors suggest that what is central to effective special education instruction is the knowledgeable, reflective, and concerned responsiveness of teachers to individual students.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.