A Multidimensional View of Teacher Perceptions of Special Education Episodes

Abstract

In ordr to idntify critical attitudes and perceptions of teachers toward collaboration on the behalf of handicapped children, this investigation examined teacher perceptions of special education activities thugb the use 4 a multidimensional scaling method. firty teachers (1 6 regular classmom teachers, 13 resource specialists, and 11 special day class teachers) rated 12 special education activities on 18 bipolar scales. The results revealed two major dimensions explained by the comspondng rating scales and subjects that most contributed to their formation. Dimension 1 represented a distinction in perceptions of job ownership, injluenced by ratings on responsibility and participation, and was salient for all thee pups of teachers. Dimension 2 represented adultversus child-oriented encounters, was injluenced by ratings rejecting level of tension and extent of being infonned, and was pertinent for special ahy class and resource mom class teachers. Implications f0rjkure efforts for teacher collaboration are discussed.