Limited research exists on special education teachers (SETs) of students with intellectual disability (ID), developmental delay (DD), and/or autism spectrum disorder (ASD), their intent to leave or st

The gap

Consensus across the literature

Supporting evidence — 6 representative gaps

• From Detractive to Democratic: The Duty of Teacher Education to Disrupt Structural Ableism and Reimagine Disability (2022) · doi

  ” This conceptual article argues that special education teacher preparation programs’ systems and structures should be examined for ways they inadvertently contribute to ableist perceptions of disability to ensure that such structures do not influence the lenses and practice of the teachers they produce.

  Keywords: structures conceptual article argues special education teacher preparation programs systems examined ways inadvertently contribute ableist
• Exploring school support stakeholders’ perceptions in identifying learning barriers: the case study of selected rural schools in the Eastern Cape (2024) · doi

  The findings revealed insufficient knowledge about the identification of learning barriers; lack of support in identifying learning barriers; lack of continuous in-service training on inclusive practices and education policies as barriers to the identification of learning barriers, which led teachers to perceive their roles in identifying learning barriers in a negative way.

  Keywords: barriers learning identification lack identifying revealed insufficient knowledge support continuous service training inclusive practices education
• Preparing General Education Teachers for Inclusive Settings: The Role of Special Education Teachers in the Professional Development School Context (2001) · doi

  Despite the widespread growth of professional development schools (PDS), few reports have examined the professional development school context — and the role of special educators within these contexts — as catalysts for the professional growth of inservice and preservice teachers with respect to meeting the needs of students with disabilities.

  Keywords: professional growth development despite widespread schools reports examined school context role special educators within contexts
• Teachers’ Perceptions of Barriers to Implementing School-Based Sexual Health Education for Students with Intellectual and Developmental Disabilities (2024) · doi

  Thematic analysis of focus groups (n = 19 special education teachers) and interviews (n = 7 health education teachers) revealed four themes: (1) misbeliefs and stigma; (2) parent/caregiver and school administrator support; (3) teacher preparedness; and (4) lack of evidence-based curricula/materials for the population.

  Keywords: education teachers thematic focus groups special interviews health revealed four themes misbeliefs stigma parent caregiver
• Career Intent Factors of Special Education Teachers Serving Students With Intellectual Disability, Developmental Delay, and Autism Spectrum Disorder (2022) · doi

  Limited research exists on special education teachers (SETs) of students with intellectual disability (ID), developmental delay (DD), and/or autism spectrum disorder (ASD), their intent to leave or stay in the teaching profession, and the working conditions impacting those decisions.

  Keywords: limited exists special education teachers sets students intellectual disability developmental delay autism spectrum disorder intent
• Teachers’ Beliefs and Practices in Reaching Children’s Varied Needs in Early Childhood Education Programs. (2022) · doi

  In discussions of their beliefs, the teachers mentioned various sources of barriers, such as limited knowledge and pedagogical skills, pre-service and in-service training, DAP curriculum, hands-on experience teaching materials, play equipment, suitable learning environment, budget, awareness about children with special needs and stakeholders’ collaboration, which affected their practices.

  Keywords: service discussions beliefs teachers mentioned various sources barriers limited knowledge pedagogical skills training curriculum hands