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Teacher Preparation, Classroom Structure, and Learning Outcomes for Students with Disabilities

Arzana Myderrizi

Ample research investigates returns to teacher preparation and other instructional inputs for the general student population, yet evidence is lacking for students with disabilities (SWDs). This study uses North Carolina data to estimate achievement returns to teacher preparation by classroom type and level of classroom support for SWDs. I find that SWDs perform better when placed in inclusive classrooms and when these classrooms have co-teachers. Regardless of classroom type, SWDs benefit from more experienced teachers, but only gain from special education certified teachers in certain classroom configurations. These results indicate that education leaders can optimize resource allocation by minimizing separate classrooms for SWDs, relaxing special education certification requirements, and investing in an experienced teacher workforce with support from co-teachers.

Keywords
Teacher Effectiveness, Students with Disabilities, Special Education
Education level
K-12 Education
Topics
Student Learning
Tags
Students with disabilities,
Instructional practices
Download 10/2023
Document Object Identifier (DOI)
10.26300/yx96-2436
EdWorkingPaper suggested citation:
Myderrizi, Arzana. (). Teacher Preparation, Classroom Structure, and Learning Outcomes for Students with Disabilities. (EdWorkingPaper: -858). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/yx96-2436

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