Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities

• Published in: Education sciences Vol. 14; no. 5; p. 475
• Main Authors: Harkins-Brown, Andrea R., Gillon, Nicholas, Schanbacher, Andrea
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.05.2024
• Subjects: Academic Accommodations (Disabilities); Academic Achievement; Behavior Problems; Career Change; College Attendance; Competence; Competency Based Education; competency-based learning; Continuing education; Core Curriculum; Disability; Educational Needs; Educational Practices; Elementary School Teachers; Elementary Secondary Education; Emotional Development; Evidence; Faculty Mobility; General Education; Incentives; inclusion; Intervention; Knowledge; Labor Force; Learning; Learning Experience; Licenses; Mainstreaming; Pacing; Partnerships in Education; Professional Training; School districts; Self-efficacy; Shortages; Special education; Special Education Teachers; Student retention; Students; Students with disabilities; teacher preparation; Teachers; Teaching; Trends
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci14050475

Research has shown that general educators may lack the competencies to effectively include students with disabilities, thus widening the gaps in outcomes between students with disabilities and their peers. In this study, we outline the development and implementation of a competency-based continuing education program, designed to equip general educators to effectively include students with disabilities (SWDs) and earn special education certification. This paper presents the results of a program evaluation conducted using both validated measures and author-developed instruments. Participants included general education teachers, instructional coaches, and those in similar roles. Results indicated that participants significantly increased their knowledge of professional standards, demonstrated knowledge in high-leverage practices, and showed high levels of self-efficacy to implement inclusive practices. We discuss these results, emphasizing the timeliness of this nontraditional approach and its implications for teacher preparation, research, and policy amid the troubling national special education teacher shortage. Namely, this approach epitomizes a model that allows leaders to strategically utilize their existing workforce to address vacancies in special education and emphasizes that the responsibility to support SWDs rests squarely upon all educators.