Preparing Teachers to Meet the Needs of Students with Severe Disabilities: Program Configuration and Expertise

Abstract

A lack of empirical information exists regarding the skills and experiences necessary for teachers with specialized expertise in severe disabilities. The purpose of this study was to provide information (a) on the configuration of nationally recognized masters programs designed to prepare teachers with expertise specifically in severe disabilities and (b) on areas of expertise considered essential for teachers to work with teams and meet the needs of students with severe disabilities. The results are discussed according to the population of students, content courses, field experiences, credit hours, and resulting certifications. In addition, we discuss areas of expertise in the area of severe disabilities. We also examine whether participants perceived items within each area of expertise to be required of at least one team member with expertise in severe disabilities and whether these items are addressed in their programs. We present conclusions and recommendations for guiding teacher education programs in the area of severe disabilities as faculty evaluate and/or reform their programs.