Search results for: Williams Shealey Monika
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The authors review prior research on special education candidate assessment from 2000 to the present. They examine three primary domains: a) skills and knowledge related to academics, behavior, collaboration, and transition; b) dispositional factors, including attitudes about disability, inclusion, and diversity; and c) authentic, field-based assessments, including measures of candidates’ impact on students and their induction experiences.
Updated: Jun. 25, 2014