ERIC Number: ED363990
Record Type: RIE
Publication Date: 1993-Apr
Reference Count: N/A
Classroom Integration of Special Education Students: Using Q Methodology To Determine Teacher Attitudes.
Johnson, Barbara A.
This study used Q-methodology, which describes subjective opinions through measured techniques, to evaluate the attitudes held by practitioners (19 special educators and 14 regular educators) as a result of the changing focus of special education from pull-out categorical programs to an integration service model. Q-methodology enabled the identification of distinct views of special education and the significant variables characterizing those views. Subjects were administered a Q-sort instrument consisting of 36 statements representing teacher perceptions regarding education models, special education students, and methodologies. Analysis produced three factors or views concerning placement of students with special needs. The "avant-garde" view supports integration of students in special education and the integration of regular and special education resources and personnel. The "old guard" view supports the use of categorical labels and pull-out categorical programs. Finally, the "status quo" advocates generally support mainstreaming but only on a part-time basis with continuing support of a pull-out program. The study concludes that most regular and special education teachers are receptive to and ready for a progressive integration trend. (DB)
Descriptors: Delivery Systems, Disabilities, Educational Change, Educational Practices, Educational Trends, Elementary School Students, Elementary School Teachers, Elementary Secondary Education, Mainstreaming, Opinions, Q Methodology, Regular and Special Education Relationship, Research Methodology, Secondary School Students, Secondary School Teachers, Special Education Teachers, Student Placement, Teacher Attitudes
Publication Type: Reports - Research; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Policymakers; Administrators; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Council for Exceptional Children (71st, San Antonio, TX, April 5-9, 1993).