ERIC Number: ED421814
Record Type: RIE
Publication Date: 1998-Jul
Changes Special Education Teachers Make in the Transition from Traditional Scheduling to Block Scheduling.
This study examined the procedural changes that high school special education teachers make in their transition from traditional scheduling to block scheduling. Also, teachers' perceptions of the effect of block scheduling on the literacy skills of secondary students with special needs was examined. Teachers at a national special education conference and a random sample of special education teachers in Missouri were surveyed concerning their perceptions and experiences with traditional and block scheduling. Analysis of the 102 returned surveys found: (1) most schools had been participating in block scheduling for at least two years with one to two years of prior planning common among them; (2) 50 percent of teachers believed that block scheduling had a positive effect on their students' literacy skills; (3) most teachers reported that block scheduling allowed for more support services than the traditional schedule; (4) over half reported changes in curriculum and instruction, such as a greater variety of classes and activities; (5) 36 percent of teachers reported changes in special education paperwork; (6) respondents identified advantages (such as more planning time) and disadvantages (limits of students' attention spans) of block scheduling; and (7) 64 percent of teachers preferred the block schedule. The survey is appended. (Contains 30 references.) (DB)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Master's Thesis, Southwest Missouri State University.