2019 TASH Conference has ended
Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.
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Friday, December 6 • 2:10pm - 3:00pm
Development and Evaluation of the Teacher Rater and Assessment Instrument for Teachers of Students with Significant Disabilities (TRAIT-SD) Seating Available

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Limited Capacity seats available

The purpose of this work was to develop and evaluate the Teacher Rating and Assessment Instrument for Teachers of Students with Significant Disability (TRAIT-SD). The TRAIT-SD is an evaluation instrument for teachers of students with significant disabilities based on best practices in the field of special education. This instrument is implemented with individual teachers through the use of direct observation, interviewing, and review of documents. The TRAIT-SD is intended to measure the quality of instruction provided by a specific teacher to one or more students with severe disabilities. Students with severe disabilities include those with moderate to severe intellectual disabilities, multiple disabilities, and some students on the autism spectrum. There is little consensus among researchers or practitioners on the best method for evaluating special education teachers who educate students with severe disabilities ( Jones & Brownell, 2014; Westling, Salzberg, Collins, Morgan, & Knight 2013). In addition, there are no teacher evaluation tools for students with severe disabilities that have been evaluated for reliability and validity (Westling et al., 2013). This study may provide practitioners with the psychometric features of this instrument and potentially assist them in selecting a tool to evaluate and support teachers of students with severe disability. This tool may also support administrators and teachers to include students wtih severe disabilities in general education.

avatar for Karina Cooper-Duffy

Karina Cooper-Duffy

Profession in Special Education, Western Carolina University

Friday December 6, 2019 2:10pm - 3:00pm MST
Meeting Room: Kave Ballroom 3 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226