Abstract
Special education teachers are to be minimally proficient in all basic academic skill and content areas. Normally, this would not propose any problems for teachers performing at basic skill levels. However, what are the possible impacts when a special educator is required to instruct a student in a performance skill or content area in which they are not comfortable or proficient? How would this affect his or her ability and attitude instructing this content when students who are typically difficult to reach and difficult to teach? What can special education preparation programs do to identify future special educators in these content areas?
| Original language | American English |
|---|---|
| Journal | National Social Science Journal |
| State | Published - 1 Apr 2013 |
EGS Disciplines
- Special Education and Teaching