"Not as systematic as I'd like it to be:" Special education administrators' professional development planning for teachers of students with ASD.
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Heather M. Coleman, Associate Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Federal mandates require special education teachers to implement evidence-based practices(EBPs) to support student learning to the extent practical. There are 28 identified EBPsspecifically designed for teaching students with autism spectrum disorder (ASD). Preparingspecial education teachers to implement EBPs with fidelity remains a challenge. Planning andexecuting professional development (PD) targeting EBPs is typically a role assumed by specialeducation administrators. This qualitative phenomenological research study examines specialeducation administrators' capacity to develop and implement effective PD around EBPsidentified for students with ASD. Findings suggest special education administrators arecommitted to improving classroom-based application of EBPs specific to meeting the uniqueneeds of students with ASD through collaborative efforts. Challenges exist related to the gapbetween knowledge and practice and the duality of systems in education.
"Not as systematic as I'd like it to be:" Special education administrators' professional development planning for teachers of students with ASD.
PDF (Portable Document Format)
256 KB
Created on 12/5/2024
Views: 9
Additional Information
- Publication
- Layden, S. J., Lorio-Barsten, D., Coleman, H., Scott, L. A., & Horn, A. L. (2023). "Not as systematic as I'd like it to be:" Special education administrators' professional development planning for teachers of students with ASD. Journal of Special Education Leadership, 36(2), 104-117.
- Language: English
- Date: 2023
- Keywords
- Professional Development, Autism Spectrum Disorder, Educator Training ,
Qualitative, Evidence-Based Practices