Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Stough, L. M.
Right arrow Articles by Palmer, D. J.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Stough, L. M.
Right arrow Articles by Palmer, D. J.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Special Thinking in Special Settings

A Qualitative Study of Expert Special Educators

Laura M. Stough

Texas A&M University, lstough{at}coe.tamu.edu

Douglas J. Palmer

Texas A&M University

Researchers have suggested that educating learners with special needs entails particular cognitive skills and that teachers make differential judgments about students with disabilities (Bartelheim & Evans, 1993; Bay & Bryan, 1991; Blanton, Blanton, & Cross, 1994). In this study, a stimulated recall procedure was used to examine the instructional decision making of 19 expert special educators. Qualitative analysis of the data indicated that a highly detailed and extensive knowledge base about students enabled these teachers to (a) assess their students' academic and emotional states of mind and (b) effectively address the students' needs within the classroom. The authors suggest that what is central to effective special education instruction is the knowledgeable, reflective, and concerned responsiveness of teachers to individual students.

The Journal of Special Education, Vol. 36, No. 4, 206-222 (2003)
DOI: 10.1177/002246690303600402
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?