Document Type

Article

Publication Date

Fall 2008

Publication Title

Journal of the American Academy of Special Education Professionals

Pages

72-92

Abstract

Current legislation requires school personnel to identify indicators of quality instruction for all students—including students with emotional and behavioral disorders (E/BD). While competency standards provide a measure of highly qualified teachers, questions remain whether or not there are inherent differences in what is expected by teachers and related service personnel within the classroom. Given present emphasis on inclusive education and, in light of a succession of reform initiatives it is time to reexamine perceived differences in level of relative importance attached to knowledge and skills statements based on standards established by the Council for Exceptional Children between teachers and related service personnel.

Comments

© Journal of the American Academy of Special Education Professionals.

Posted with the permission of the publisher.

Original Publication Citation

Manning, M. L., Bullock, L. M., & Gable, R. A. (2008). Perceptual differences in quality standards among teachers and related service personnel who work with students with emotional/behavioral disorders. Journal of the American Academy of Special Education Professionals, 72-92.

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