Teacher preparation for inclusive education of students with significant disabilities requires an understanding of the requisite skills and dispositions to be taught during the teacher preparation period. Given the relative scarcity of inclusive placements for this population, as well as limited research-based teacher preparation practices to promote inclusive education, a Delphi study was completed to query expert faculty on the priority skills and activities used in teacher preparation. Consensus emerged through the Delphi study over three rounds of surveys to faculty, centering on essential skills of special education teachers, practices used by faculty to teach and evaluate these skills, and conditions that support and constrain teacher development of these essential skills. Although faculty largely supported research-based practices, new areas emerged, including teacher leadership skills. Implications for research and practice are included.

为严重残疾学生的全纳教育的教师准备工作需要理解在教师准备期间要教授的必要技能和性格。鉴于该人群的包容性安置相对稀缺，并且基于研究的教师准备实践不足以促进包容性教育，因此完成了德尔菲研究，以询问专家教师关于教师准备中使用的优先技能和活动的信息。通过德尔菲研究对教师进行了三轮调查，形成共识，重点是特殊教育教师的基本技能，教师用于教授和评估这些技能的实践以及支持和限制教师这些基本技能发展的条件。尽管教师在很大程度上支持基于研究的实践，出现了新领域，包括教师领导技能。包括对研究和实践的影响。