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Journal of Learning Disabilities
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Teachers’ Perception of Satisfaction, Skill Development, and Skill Application After Instructional Consultation Services

Lauren Kaiser

University of Maryland-College Park, lcostas{at}umd.edu

Sylvia Rosenfield

University of Maryland-College Park

Todd Gravois

University of Maryland-College Park

A primary hypothesized outcome of consultee-centered consultation, including instructional consultation (IC), is that consultees will become more skilled. However, these claims have not been well researched. Data from 274 teachers implementing IC were analyzed to investigate perceptions of satisfaction and skill development. Results indicated that teachers were highly satisfied, perceived outcomes to meet or exceed their expectations, and felt confident about handling similar problems in the future. The majority reported learning one or more skills or strategies from participating and indicated generalization of skills learned from IC to other students. Relationships between satisfaction, generalization, and perceived outcomes are also presented. Although based on descriptive methodology, this analysis of teachers’ perceptions of IC provides a window into their experiences.

Key Words: staff development • teacher education/preparation • professional development

This version was published on September 1, 2009

Journal of Learning Disabilities, Vol. 42, No. 5, 444-457 (2009)
DOI: 10.1177/0022219409339062
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