Four Beginning LD Teachers: What Their Experiences Suggest for Trainers and Employers

Abstract

A year-long study of the problems experienced by four 1st-year teachers of learning disabled (LD) students is described in this article. These teachers revealed problems common to many beginners, including teaching concerns, locating appropriate materials, managing student discipline, and finding time for varied teaching responsibilities. In addition, these beginners reported concerns related to special education, such as mainstreaming, consulting with classroom teachers, and writing individual education plans (IEPs). The amount and type of assistance the teachers received depended on their own perceived needs, initiative, and persistence in seeking help. Other special education teachers most often provided support. Reasons for problems related to inadequate preservice preparation, the poor match between preservice training and initial assignments, unrealistic assignments, and the lack of structured support systems to assist beginners. Implications for local education agencies and preservice programs are discussed.