Mothers’ and Fathers’ Perspectives on Quality Special Educators and the Attributes that Influence Effective Inclusive Practices

Abstract

Research over the last decade or so has made it clear that quality teachers matter to student achievement. What is less clear is the ways in which they matter and how we can prepare such high-quality teachers for a variety of contexts. The research question guiding this project was what do important stakeholder groups perceive to be the skills and knowledge that high quality, beginning special educators need when they start teaching? In the field of special education, there is no clear consensus on this matter; voices of key playersparents of children with moderate to severe disabilities-have not been adequately heard. This study fills this gap in our understanding as focus group interviews were conducted with parents of children with moderate to severe disabilities. Analysis of these interviews revealed that participants’ responses fell under five major themes: Understanding, Teacher Training, Effective Communication, System, and Teacher Disposition. Inclusive practices are highlighted as parents identified these across all themes. Teacher education developers can play a major role in transforming programs to better align with what parents perceive to be the skills and knowledge that a high quality beginning special educator needs when he/she starts teaching. This information can be used to revise and renew programs to better prepare special educators.