Regular Education Teacher Modifications for Mainstreamed Mildly Handicapped Students-Reference-Cited by-同舟云学术

Regular Education Teacher Modifications for Mainstreamed Mildly Handicapped Students

Published:1986-12 Issue:4 Volume:20 Page:489-502
ISSN:0022-4669
Container-title:The Journal of Special Education
language:en
Short-container-title:J Spec Educ

Author:

Munson Susan M.¹

Affiliation:

1. University of Georgia

Abstract

An interview procedure was used to investigate 26 regular education teachers' (RET) perceptions of education program modifications made for mainstreamed mildly handicapped students (MMHS). Teacher statements were categorized and subsequently analyzed using both qualitative and quantitative procedures. The results indicated that RET made more typical modifications for MMHS than they made substantial modifications in the education program. A significant negative relationship emerged between RET age and years of teaching experience and, in some cases, class size and the number of modifications reported for MMHS. Conclusions were made regarding the appropriateness of the educational programs provided for MMHS. Implications of the findings were discussed in regard to teacher preparation and inservice training, least restrictive environment (LRE) policy, and LRE placement decisions.

Publisher

SAGE Publications

Subject

Rehabilitation,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/002246698602000409

Reference52 articles.

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3. Baker, J.L. & Gottlieb, J. (1980). Attitudes of teachers toward mainstreaming retarded children. In J. Gottlieb (Ed.), Educating mentally retarded persons in the mainstream (pp. 3-23). Baltimore, MD: University Park Press.

4. Baker, J.L., Safer,N.D. & Guskin, S.L. (1985). Teacher and peer characteristics. In M. J. Kaufman, J. A. Agard, & M. I. Semmel (Eds.), Mainstreaming: Learners and their environment (pp. 153-192), Cambridge, MA: Brookline.

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