Identifying critical-entry teaching competencies for beginning special educators: The Delphi study

Critical-entry competencies perceived as being necessary for beginning special educators working with students with learning or mild disabilities (LDM), or students with moderate or severe disabilities (MSD) were identified by two, 12 member panels, each consisting of six nominated expert classroom teachers and six nominated teacher educators. Each panel identified critical-entry competencies using a Delphi process with three rounds: (1) an initial identification of competencies, (2) a round of rating and (3) a round of re-rating. In round one, each panel member was randomly assigned to write competencies for three of six content areas: Instructional Methodology, Student Assessment, Programming for Inclusion, Collaboration and Consultation, Student Management, and Curriculum Development and Evaluation. The final sets of 133 (LDM) and 85 (MSD) critical-entry competencies achieved consensus by both classroom teachers and teacher educators.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Clayton, Mark Jonathon

Contributors dc:contributor

• Henderson, Robert A.

• Education, Special
• Education, Teacher Training

Statement dc:rights

• Copyright 1992 Clayton, Mark Jonathon

Language dc:language

eng

Identifier

AAI9236434
(UMI)AAI9236434

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21976