Learning Outcomes Increase for Students with Intellectual Disability When Special Education Teachers Hold More Priorities Focused on Educational Supports
Abstract: This study aimed at identifying dimensions of curricula for students with intellectual disability by investigating special education teachers’ priorities for educational supports for their students. A total of 1,072 special education teachers across 38 private and public schools offered (a) demographic information about their students and themselves and their students’ skill levels and achievements; and (b) rated their priorities in terms of educational supports. Based on these priorities, the findings revealed four dimensions of curricula for the students: Daily Living/Coping Skills, Community/Home Skills, Emotional/Behavioral Difficulties, and Self-Care Skills. Special education teachers’ highest priority dimensions were Daily Living/Coping Skills and Self-Care Skills. Prediction equations were also found between teachers’ priorities in each dimension and students’ corresponding achievement levels, offering evidence that teachers’ priorities have an impact on students’ learning outcome.