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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants

Rose M Allinder

Department of Special Education and Communication Disorders, University of Nebraska/Lincoln

ABSIRACT: The relationship between efficacy and selected instructional vareables was explored for two types of special education teachers. Teachers were categorized either as direct service providers, who provided direct instruction or behavioral interventions to students with mild disabilities, or as indirect service providers, who spent at least 50% of their time consulting, collaborating, or team teaching with general educators. Significant positive correlations found between efficacy and three instructionally-relevant factors were for both types of teachers. Type of service was related to only one instructional component, Instructional Experimentation. Recommendations for teacher education are addressed.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 17, No. 2, 86-95 (1994)
DOI: 10.1177/088840649401700203
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