ERIC Number: ED369207
Record Type: Non-Journal
Publication Date: 1993-Aug-25
Reference Count: N/A
Special Education Program Standards Study. Commonwealth of Virginia. Final Technical Report.
Keith, Timothy Z.; And Others
This federally funded study investigated Virginia special education program standards, focusing on local applications of the standards for class size and class mix and the effect of varying class size and class mix on student outcomes. The study concentrated on students with educable mental retardation, severe emotional disturbance, and specific learning disabilities. The research model involved interviews, observations, and document reviews at three local education agencies and a survey of over 1,000 special education teachers and administrators. The study found that: (1) Directors of Special Education and special education teachers consistently recommended smaller resource classes than current standards allow; (2) teachers believed that manageable class sizes with paraprofessionals were not much larger than manageable class sizes without paraprofessionals; (3) students in larger classes achieved at a lower level than students in smaller classes, with reading achievement affected more than mathematics and with elementary students affected more than secondary students; (4) smaller classes had no effect on students' self-concept, behavior, level of motivation, work habits, or interpersonal skills; (5) Directors supported mixing students with different disabilities in the same class while teachers did not; (6) mixing students with different disabilities had no effect on academic achievement, motivation, self-concept, work habits, or interpersonal skills; and (7) most Directors support noncategorical placement and integration into regular education. Appendices provide copies of the survey forms and various program administration materials. (JDD)
Descriptors: Academic Achievement, Administrator Attitudes, Class Size, Classroom Environment, Disabilities, Elementary Secondary Education, Emotional Disturbances, Learning Disabilities, Mainstreaming, Mild Mental Retardation, Outcomes of Education, Special Education Teachers, State Standards, Teacher Attitudes, Teacher Student Ratio
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Virginia Polytechnic Inst. and State Univ., Blacksburg.; Virginia State Dept. of Education, Richmond.
Identifiers - Location: Virginia