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ERIC Number: ED369251
Record Type: Non-Journal
Publication Date: 1993-Dec-4
Pages: 14
Abstractor: N/A
Reference Count: N/A
Inclusionary Programs for Children with Language and/or Learning Disabilities: Issues in Teacher Readiness.
Ross, Francine C.; Wax, Ilene
This paper addresses issues identified in a survey of regular teachers needing to implement classroom-based remediation programs for children with language and/or learning disabilities. Sixteen teachers from two states completed open-ended surveys and participated in follow-up interviews. The survey examined their opinions concerning the inclusion of these children in full-day classroom programs. All the teachers expressed a concern that they have been given additional responsibilities without the necessary technical and administrative supports. Teachers were most concerned about: (1) their lack of knowledge about specific language/learning disabilities; (2) their unmet need for modeling of effective teaching strategies and collaboration with special education teachers; and (3) their lack of planning time and paraprofessional help. Additionally, teachers reported a lack of information about the child's needs. However, teachers also reported discovering that these children could be successful in the classroom and that the inclusion policy had led to expansion of their teaching methods. Implications for preservice and inservice training needs are drawn. An appendix includes the survey questions. (Contains 14 references.) (DB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A