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Connecting to community : what do we want in our special education graduates?

journal contribution
posted on 06.12.2017, 00:00 by S Hughes, Linda De George-WalkerLinda De George-Walker
With a commitment to establishing collaborative relationships with a local special education community, a consultation process was undertaken to ascertain what practising educators considered essential special education graduate characteristics. This consultation occurred against the backdrop of broad-scale university organisational restructure, faculty level program redesign, and the reported lack of an empirical basis for special education teacher attributes as distinct from general teacher education attributes. Special education professionals in a regional Australian city were invited to participate in two workshops to generate and analyse the qualities they considered essential for graduates of special education teacher preparation programs. The attributes identified by participants as essential were in agreement with many of those identified in the literature, yet behaviour support and resilience, which are typically subsumed within other categories in the literature, featured as stand-alone areas in this study. The processes and outcomes described in this article are discussed in relation to the potential value of special education teacher attributes for the field, and establishing a bridge across the perceived gap between the field and universities.

History

Volume

34

Issue

2

Start Page

109

End Page

118

Number of Pages

10

eISSN

1833-6914

ISSN

1030-0112

Location

United Kingdom

Publisher

Cambridge University Press

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

TBA Research Institute; University of Southern Queensland;

Era Eligible

Yes

Journal

Australasian journal of special education.