Practicing Master Teacher Perceptions of Inclusion Teacher Competencies.

Overview & Synopsis

This study identified practicing master teachers' perceptions of the functional differences between beginning teacher competencies in general elementary education and those in special education for elementary students with mild learning and/or behavior problems. Two groups, composed of six special education teachers and six general education teachers, worked to sort and label competencies pertinent to general education, special education, and both. The two groups then met to form a single list of competencies reflecting a consensus of opinion. Both general educators and special educators relied heavily upon formal knowledge (i.e., competencies identified by professional organizations or those in the published literature). No competencies were identified by either group solely based upon informal knowledge. Many of the same competencies were selected by both groups, yet there was some variation in the sources of formal knowledge selected. Only a few competencies were identified exclusively for general education or exclusively for special education. Results imply that practicing master teachers may be very much aware of the similarities in general and special education and perceive the differences as minimal. An appendix provides a list of the competencies. (JDD)