This survey study examined 164 in-service special education teachers' perceptions of training strategies in their cross categorical teacher preparation program in the United Sates for developing knowledge and skills in systematic instruction, an evidence-based practice for students with extensive support needs. Both classroom-based and field-based…

As the need to train more teachers to work in inclusive classrooms increases, college instructors should identify and implement course assessments measuring their effectiveness in training practices. Skills in managing the challenging behaviors of students with disabilities, such as autism and emotional disturbances are important for teachers…

The preservice and in-service predictors of 1,668 Part C early intervention and Part B(619) preschool special practitioners' perceived self-efficacy beliefs are reported. The preservice variables were type of degree (discipline), years of formal postsecondary education, licensure, and participants' judgment of how well their preservice training…