Who Needs Special Education Professional Development?

Abstract

OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy

“…Not less important, they must also know how to do this while teaching the other students in the classroom. However, this does not seem to be done in most countries or schools [29].…”

“…Data from TALIS 2013 was used by [29] to study teachers' special education professional development needs. The study included 121,173 teachers from 38 countries.…”

“…Teachers' lack of qualifications to deal with SENS is another general complaint requiring further professional development. Using data from TALIS 2013, [29] found that Portugal was the country with the lowest participation of teachers in special needs professional development (17%). However, the teachers who participated refer to the high impact of professional development in their teaching practices.…”