Teaching students with special needs : Are teachers well-prepared?

Abstract

TALIS 2013 results show that 20% of teachers across 25 OECD participating countries express a high need for professional development in teaching students with special needs. On average across 25 OECD countries in TALIS, only 27% of teachers who participated in a professional development programme on special needs education in the year prior to the survey reported that it had a large positive impact on their teaching practice. In schools where principals consistently take actions to support and improve teaching practice, teachers reported higher levels of preparedness and lower professional development needs in teaching students with special education needs.