The Characteristics among Maltreatment, Special Education Service Delivery, and Personnel Preparation

Autor/inn/en	Miller, Deserai; Santos, Rosa Milagros
Titel	The Characteristics among Maltreatment, Special Education Service Delivery, and Personnel Preparation
Quelle	In: Journal of Special Education, 53 (2020) 4, S.216-225 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Miller, Deserai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466919836278
Schlagwörter	Child Abuse; Special Education; Child Neglect; At Risk Students; Student Needs; Special Needs Students; Special Education Teachers; Knowledge Level; Teacher Attitudes; Teacher Competencies; Trauma; Training; Knowledge Base for Teaching; Preservice Teacher Education; Inservice Teacher Education + Suchen Sie Ihr Suchwort? Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Special needs education; Sonderpädagogik; Sonderschulwesen; Kindesvernachlässigung; Sonderpädagogischer Förderbedarf; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Wissensbasis; Lehrerverhalten; Lehrkunst; Ausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung
Abstract	Children are experiencing abuse and neglect at alarming rates, and reported cases of maltreatment are increasing every year. Furthermore, children are 4 times more likely to receive special education services if they have experienced abuse and neglect. Multiple calls for action to better support children with special needs who have experienced maltreatment have been developed; however, we must understand what the research says related to the preparation of special education providers to carry out these recommendations. In this literature review, we focused on three areas related to maltreatment: (a) reported and assessed knowledge base of school-based professionals, (b) attitudes and training beliefs of school-based professionals, and (c) access to training opportunities. The findings suggest practitioners feel unprepared, there are limited and insufficient opportunities for preparation, and researchers need to consider different methodology when studying this topic. Practice and research implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06