This study examined competencies for teaching seriously emotionally disturbed (SED) adolescents by soliciting expert judgments on the importance of 55 such competencies. Three kinds of personnel with expertise in educating SED adolescents—directors of residential treatment centers, university teacher preparation directors, and local education agency supervisors of programs for the SED—were surveyed. Analyses showed substantial agreement among the three groups as well as some interesting discrepancies. Implications for further research on competencies and for improved practice are delineated.
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