Use of Time by Teachers of Behaviorally Disordered Students: A Replication

Abstract

To help evaluate the operation of the least restrictive environment mandate, the use of time by resource teachers and self-contained classroom teachers of behaviorally disordered students was examined. Teachers from three states were asked how much time they typically spend each week in teaching, evaluation, preparation and planning, consultation and indirect services, and other activities. Data for the two groups were compared with one another and with data collected 5 years earlier. No significant differences were found between resource and self-contained classroom teachers, and no changes were apparent in their use of time between 1980 and 1985. Interpretations for the absence of differences between the two delivery models include inadequate preparation of teachers to serve in different roles, administrative barriers, and preferred teaching roles of teachers of the behaviorally disordered. Suggestions for addressing these factors are offered.