Specialized Instruction

Abstract

A 3-year follow-up of graduates of the Specialized Instruction (SI) program was conducted. The purpose of the study was to determine graduates' and principals' perceptions of the effectiveness of the program in preparing regular educators to teach handicapped students. Evaluation information was obtained through questionnaires sent to 21 graduates of the 1979 class of SI students and their principals 1 year after graduation. The survey was repeated 2 years later as graduates were completing their 3rd year of teaching. The results indicated that graduates rated the skills stressed in the program as being important, they felt competent in applying those skills, in their classrooms, and they attributed the development of their competence to teach handicapped students to the program. Principals rated SI graduates higher than other regular classroom teachers with equal years of experience on ability to teach handicapped students. Three years following graduation, graduates reported that they continued to use several skills stressed in the program. Graduates' recommendations concerning shifts in training emphasis are discussed. Finally, implications forpreparing regular educators to teach handicapped students are presented.