teacher-recommendations

Effective Teachers

Written September 25, 2014

Second only to parents, teachers are the single most influential agents of change in a child’s life. Their understanding and mastery of pedagogy and subject matter, together with their ability to apply effective teaching practices, are the keys to learning for all students. Yet, students with learning disabilities (LD) are far less likely to have access to well-prepared and effective teachers. In many communities, students experience a revolving door of untrained and under-supported novice teachers in both general education and special education who cannot sustain a high-quality educational program.

NCLD provides key Policy Recommendations to ensure more teachers are prepared to teach students with LD in today’s classroom.

Download your FREE copy of NCLD’s Issue Brief: Effective Teachers

Teacher Effectiveness and Professional Development Report
The success of students with learning disabilities rests on well-prepared, highly effective teachers. Most students with LD spend the majority of their instructional time in general education classroom and there is a chronic shortage of special educators, so general education teachers must understand how to work with a growing population of diverse students.

Senator Bernard Sanders (I-VT) hosted a briefing on teacher quality in the U.S. Senate. Hear NCLD’s public policy advisor, Laura Kaloi along with a high school student, researchers and other experts speak to why ‘intern teachers’ aren’t good enough for our nation’s most disadvantaged students, including students with LD.

This document provides an overview about the importance of teacher effectiveness on the success of students with learning disabilities.

Download your FREE copy of NCLD’s Teacher Effectiveness and Professional Development

Preparing General Education Teachers to Improve Outcomes for Students With Disabilities
Today 57 percent of students with disabilities spend more than 80 percent of their day in general education classrooms, yet general education teachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with disabilities. NCLD and the American Association of Colleges for Teacher Education (AACTE) jointly released this policy brief in May 2011 to help promote research-based approaches to improving educational outcomes for students with disabilities.

The brief articulates a vision of effective preparation for general education teachers to improve outcomes for students with disabilities. It examines initiatives underway in pursuit of that vision, challenges to progress, and promising practices. It also provides recommendations for national and state policymakers as well as for higher education.

Download your FREE copy of NCLD’s Preparing General Education Teachers to Improve Outcomes for Students With Disabilities

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