Importance of SED Teacher Competencies to Residential, Local, and University Education Authorities

Abstract

This study examined competencies for teaching seriously emotionally disturbed (SED) adolescents by soliciting expert judgments on the importance of 55 such competencies. Three kinds of personnel with expertise in educating SED adolescents—directors o f residential treatment centers, university teacher preparation directors, and local education agency supervisors of programs for the SED—were surveyed. Analyses showed substantial agreement among the three groups as well as some interesting discrepancies. Implications for further research on competencies and for improved practice are delineated.