Abstract
Although educational opportunities have improved worldwide for children with disabilities, there are concerns about the preparation of teachers working with this student population. Using secondary data on 121,173 teachers from the Teaching and Learning International Survey (TALIS) 2013, this independent study examined the professional development needs of teachers in special education. Results show teachers in classrooms with a high percentage of students with special needs are likely to have the least qualifications and greatest professional development need. The shortage of teachers with special education competency and current professional development needs of teachers have policy implications for educating children with disabilities.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: 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.
