A Systematic Review of Teacher Factors for Successfully Educating Students with Disabilities

Autor/inn/en	Nagro, Sarah A.; Macedonia, Anna; Raines, Alexandra; Day, Jamie; Parker, Audra; Parsons, Seth; Coogle, Christian; Zenkov, Kristien
Titel	A Systematic Review of Teacher Factors for Successfully Educating Students with Disabilities
Quelle	In: New Educator, 19 (2023) 2, S.77-102 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nagro, Sarah A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2023.2193226
Schlagwörter	Literature Reviews; Teacher Characteristics; Instructional Effectiveness; Students with Disabilities; Teacher Attitudes; Readiness; Faculty Development; Regular and Special Education Relationship; Knowledge Level; Teacher Administrator Relationship; Teacher Collaboration; Teacher Education + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Wissensbasis; Lehrerkooperation; Lehrerausbildung; Lehrerbildung
Abstract	The purpose of this systematic literature review was to understand the scope of research investigating perceptions of teachers educating students with disabilities. We documented the factors related to teacher perceptions of preparedness for successfully educating students with disabilities as well as the extent to which these factors were role or context specific. Twenty-two empirical studies from 2004 to 2020 were included in our systematic review. Nine factors for finding success when educating students with disabilities were synthesized from the body of literature and organized into three categories: professional capacity, instructional supports, and professional needs. Findings revealed that teacher perceptions were often differentiated between general education teachers (n = 3,919) and special education teachers (n = 2,809), but regardless of teaching context, the same nine factors for teaching success were present. Implications for increasing teacher success by cultivating school climate, structuring support, and connecting professional development are shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01