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Abstract

Teachers of students with moderate and severe disabilities must possess the skills and knowledge to address a unique set of needs and challenges. These may include, but are not limited to, management of challenging behaviors, performance of health-related procedures, use of assistive technology, and instruction using evidence-based strategies. This article describes the process undertaken by a higher education consortium of faculty with expertise in low incidence disabilities from across institutions of higher education in Kentucky to address the challenge of supporting 1st year teachers (i.e., interns) when assigned mentors and administrators who do not have expertise in this area. This consortium addressed this challenge by creating two documents: (a) an alignment of state standards to professional standards and (b) an addendum to the state internship materials. The intent of this article is to share the development process with others who may wish to design similar documents to address state and national standards for teacher interns.

Keywords

teacher preparation students with moderate and severe disabilities mentoring

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Teacher Preparation in Moderate and Severe Disabilities

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References