TEACHERS'ATTITUDES TOWARD BEHAVIORS OF STUDENTS WITH LEARNING DISABILITIES PLACED IN REGULAR EDUCATION PROGRAMS

A dissertation completed at The Center for Education, Widener University, One University Place, Chester, PA 19013
TEACHERS'ATTITUDES TOWARD BEHAVIORS OF STUDENTS WITH LEARNING DISABILITIES PLACED IN REGULAR EDUCATION PROGRAMS Sheila Y. Dorsey, Ed. D. May 2000
RETURN edited 01/20/01

ABSTRACT

This dissertation focuses on adaptive behaviors of special education students in regular class environments. Nine middle schools in New Castle County, Delaware, will be surveyed regarding adaptive behaviors and teachers' expectations in their regular classroom. The goal is to see which behavior teachers believe is most important for the success of special education students in the classroom. Middle school teachers at the seventh and eighth grade of different subject areas have various opinions. On a survey of twenty objectives, five were scored very high according to regular and special education teachers, such as having good reading skills; belonging to a school sport, organization, or club was not as important. The results show similarity as well as differences between subject area teachers. The survey results in many ways show where regular and special education teachers agree and what objectives they disagree on. The survey will help instructors better serve students in an inclusion environment to adapt to the learning process of regular education teachers' format in a regular classroom setting.

All inclusion classes can be successful if educators make a move toward finding out what really is expected and accepted in the regular classroom environment. Communication between the regular and special education teachers about the requirements for successful inclusion classrooms will benefit those students who are part of this environment.

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