Characteristics of Superior and Average Special Education Teachers

Abstract

A questionnaire regarding current teaching practices and related experiences was sent to a group of designated “superior” special educators and a contrast group of “average” special educators. The questionnaire included the following areas: personal/professional data; professional preparation; classroom teaching activity; classroom management; evaluation; professional interaction; and parental interaction. The results are reported in terms of the items that (a) were answered positively by a majority of the superior educators and (b) resulted in significant differences between the two groups. Discussion is focused on the implications of the findings for teacher training programs.