Date Approved

5-10-1996

Embargo Period

9-7-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

High school teachers--Attitudes; Mainstreaming in education

Disciplines

Disability and Equity in Education

Abstract

The purpose of this study was to investigate the types of instructional strategies offered in mainstream classes. Twenty mainstream teachers of academic subjects in grades 9 through 12 were asked to complete a self-evaluation concerning instructional strategies used in their general education classes. Also, the teachers completed a questionnaire concerning their attitudes toward mainstreaming and their perception of the success of the mainstreaming program in their school. Results indicate that over one third of the teachers felt no strong commitment to mainstreaming and did not utilize many instructional modifications that are proven to benefit students with disabilities. Implications of these results in terms of recent educational initiatives resulting in increased inclusion programs are discussed.

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