High school teachers' perceptions of reasonableness and use of accommodative strategies for mainstreamed learning disabled students /
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1991.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | This study used quantitative and qualitative methods to explore factors that keep high school learning disabled (LD) students from being educated effectively in the mainstream classroom. Two surveys were conducted at five purposefully chosen high schools in four East Texas school districts. Each survey contained 145 items which stated accommodative strategies for teaching LD students in mainstream classrooms. The first survey asked teachers to rate the reasonableness of the strategies. The second survey asked teachers to indicate the frequency with which they used the same strategies. Thirty-eight teachers returned usable pairs of surveys. Mean scores indicated that there were 106 items which teachers considered reasonable and 68 items which teachers used often or always. There were 23 items which 70% or more of the teachers found very reasonable and 6 items which 70% or more of the teachers always used. There were: (1) three strategies that 70% of the teachers considered highly reasonable and always used; (2) seven strategies which 50% or more of the teachers considered unreasonable and seldom or never used; and (3) 29 strategies which were seldom or never used by 50% or more of teachers yet were considered reasonable by 50% or more of teachers. Teachers' perceptions of the reasonableness of accommodative strategies did not seem to determine whether or not the accommodations were used. The use of accommodative strategies appeared to be constrained by the need for extra time, need for a change in usual procedures, and the availability of supplemental teaching materials. Fifteen teachers, whose responses to the first survey lacked agreement with responses to the second survey were interviewed. Teachers' responses to the interview questions confirmed constraints inferred from comparisons of the survey data and provided information that could not have been inferred. Constraints which could not be inferred included teachers' belief that they lack training for making accommodations, a lack of support personnel that could help implement accommodations, ability grouping of students, and teachers perceptions of the characteristics of LD students. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Curriculum and Instruction." |
| Physical Description: | xi, 250 leaves ; 29 cm |
| Bibliography: | Includes bibliographical references. |