Impact of Online Coursework for Teachers of Students with Severe Disabilities: Utilization of Knowledge and its Relationship to Teacher Perception of Competence

Abstract

This study had two purposes. The first was to explore how practicing teachers of learners with severe disabilities applied in their teaching the information provided in distance learning courses. A second purpose was to explore the relationship between the application of course content and the areas of course content in which teachers perceived themselves to be more competent. Written information provided by 24 teachers of learners with severe disabilities who participated in online coursework was analyzed qualitatively. Results indicated that teachers appreciated the opportunity to learn new information that could be applied in their classrooms, were willing to change their practices based on information provided in the coursework, and made modifications to their teaching practices in areas in which they perceived they had increased their competence to the greatest degree. Results are discussed in relation to providing online personnel development for teachers of learners with severe disabilities.

Keywords

personnel preparation distance learning teacher self-efficacy special education teachers severe disabilities

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