ERIC Number: ED362496
Record Type: RIE
Publication Date: 1992-Jan
Reference Count: N/A
Accomodative Strategies for Mainstreamed LD Students: High School Teachers' Perceptions of Reasonableness and Use.
P.L. 94-142 mandated that handicapped children be provided a free appropriate education in the least restrictive environment. This study was conducted to determine: (1) perceptions of high school teachers with respect to reasonableness of accomodative strategies for teaching mainstreamed learning disabled (LD) students; (2) teachers' use of accommodative strategies; and (3) factors that constrain teachers' use of accomodative strategies. Data were gathered from a pair of surveys and interviews with 38 high school teachers involved in mainstreaming. Data analysis revealed the following teacher perceptions: (1) mainstreaming is not working as it should; (2) few accommodative strategies for LD students are being used; (3) little or no training is offered for teaching handicapped students of any sort; (4) constraints imposed by school districts keep teachers from using accommodative strategies; and (5) administrators, operating under constraints imposed by governmental agencies, while complying with the law, are not allocating the resources that would provide the training, supervision, materials, and/or personnel that would help train teachers to use accommodative strategies. The paper concludes with recommendations for practice and recommendations for further research. (Contains 25 references.) (LL)
Descriptors: Academic Accommodations (Disabilities), Adaptive Behavior (of Disabled), Adjustment (to Environment), High School Students, High Schools, Learning Disabilities, Mainstreaming, Regular and Special Education Relationship, Resource Allocation, Secondary School Teachers, Teacher Attitudes, Teacher Behavior
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Education for All Handicapped Children Act; Reasonable Accommodation (Disabilities); Resource Utilization
Note: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Houston, TX, January 1992).