Special Education Teachers’ Perceptions of Preparedness to Teach Students With Severe Disabilities

Abstract

In the current study, special education teachers’ perceptions of preparedness to implement recommended practices for students with severe disabilities were examined. A vignette-style survey was sent to special education teachers assigned to teach students with severe disabilities. Overall, respondents reported higher perceptions of preparedness to manage educational programs than to provide direct services to students with severe disabilities. Teachers with a generalist (i.e., cross-categorical) licensure were significantly less prepared to meet intensive medical, communication, and instructional needs of students with severe disabilities. Teachers with master’s degrees felt more prepared to work with students with severe disabilities in several key areas, although they felt less prepared to address long-term curriculum development. Perceptions of preparedness to teach students with severe disabilities varied among teachers with different types of teaching licenses, different levels of education, and different experience levels.

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