Special thinking in special settings: A qualitative study of expert special educators Academic Article

abstract

• Researchers have suggested that educating learners with special needs entails particular cognitive skills and that teachers make differential judgments about students with disabilities (Bartelheim & Evans, 1993; Bay & Bryan, 1991; Blanton, Blanton, & Cross, 1994). In this study, a stimulated recall procedure was used to examine the instructional decision making of 19 expert special educators. Qualitative analysis of the data indicated that a highly detailed and extensive knowledge base about students enabled these teachers to (a) assess their students' academic and emotional states of mind and (b) effectively address the students' needs within the classroom. The authors suggest that what is central to effective special education instruction is the knowledgeable, reflective, and concerned responsiveness of teachers to individual students.

authors

• Stough, Laura

published proceedings

• JOURNAL OF SPECIAL EDUCATION

author list (cited authors)

• Stough, L. M., & Palmer, D. J.

citation count

• 42

complete list of authors

• Stough, LM||Palmer, DJ

publication date

• January 2003

publisher

• SAGE Publications  Publisher

published in

• The Journal of special education  Journal

keywords

• 4 Quality Education

Digital Object Identifier (DOI)

• 10.1177/002246690303600402

URI

• https://hdl.handle.net/1969.1/153164

start page

• 206

end page

• 222

volume

• 36

issue

• 4

URL

• http%3A%2F%2Fdx.doi.org%2F10.1177%2F002246690303600402

user-defined tag

• 4 Quality Education