Shared Competencies: A Study of General Education Teachers’ Use of Instructional Strategies in Support of Students with Learning Disabilities
Daniel McKee, Ed.D.; James Coyle, Ed.D.

This study investigated the perceptions of general education teachers regarding their use of reading comprehension instructional strategies in their work with students with learning disabilities (LD) in general education settings. Teacher perceptions were compared to actual practices described in the Council for Exceptional Children (CEC) Performance Standards Three and Four. It was hypothesized that general education teachers share competencies with special educators when addressing the needs of students with LD. The primary results of this study showed that general education teachers perceived that they purposefully selected and used interventions and teaching behaviors to address the reading comprehension needs of students with LD and that they shared competencies with those identified for special educators, as delineated in CEC Performance Standards Three and Four.

Full Text: PDF     DOI: 10.15640/jehd.v4n4a7