Date Approved
5-6-1999
Embargo Period
7-21-2016
Document Type
Thesis
Degree Name
M.A. in Special Education
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Kuder, S. Jay
Subject(s)
Special education teachers--Attitudes
Disciplines
Special Education and Teaching
Abstract
This study sought to pinpoint problems special education teachers face in resource centers and collaborative classes. With this information, teachers will be able to instruct their students with a higher degree of success. In this study of special education teachers who instruct in both a collaborative team-teaching class and a resource center, educators were asked to list and explain the challenges they face in each setting, and how they compared with one another. Special education teachers completed open-ended surveys, as did regular education teachers who teach collaborative classes. Teachers reported that their biggest challenges in both settings were time constraints for lesson planning and housekeeping tasks, such as report writing. Another area of concern in the resource center, which differed from the positive results reported in the collaborative class, was student motivation. In the other areas addressed, which included content, grades, behavior management, and judging student perceptions, teachers reported mostly positive aspects. In general, special education teachers were supportive of both settings and they viewed collaborative classes and resource centers as effective, but not perfect, with room for improvement in both settings.
Recommended Citation
Ewing, Dawn M., "Teachers' perceptions of the benefits and challenges of instruction in collaborative and resource room settings" (1999). Theses and Dissertations. 1796.
https://rdw.rowan.edu/etd/1796
