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ERIC Number: ED191194
Record Type: Non-Journal
Publication Date: 1980-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Teacher Dissatisfaction and Alienation as Related to Mainstreaming in Education.
Schwartz, Terry Ann; And Others
Responses of over 300 teachers to a survey examining their perceived role in the implementation of Public Law 94-142 (the Education for All Handicapped Children Act) and their job satisfaction are reported. Results showed that about 50% of the respondents said they had not been told what responsibilities they had in the mainstreaming process and they had not had adequate input into the process or program. Almost all respondents indicated that money would not be better spent on gifted and talented students and that all money necessary should be spent to educate handicapped students. Other findings revealed that teachers feel they don't have meaningful input into decisions (in spite of their serving on major committees) and that they cannot get school policies changed. More than one third perceived their colleagues as feeling lonely. (PHR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Virginia Univ., Charlottesville, Bureau of Educational Research.; Phi Delta Kappa, Charlottesville, VA.
Authoring Institution: Virginia Univ., Charlottesville.
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act