This study has explored the influence of six variables on the attitudes of regular classroom teachers concerning the integration of mentally retarded students into their classrooms. The variables investigated were:1. Years of teaching experience2. Grade level taught 3. Subject area taught4. Special education background5. Teaching experience with mentally retarded students 6. Current exposure to special education programsAn attitude survey, constructed by local university professors, was distributed to 366 regular classroom teachers in Muncie, Indiana. An analysis of Chi-square values indicated that subject area taught was the most influential variable, while years of teaching experience was the variable of least influence upon acceptance attitudes of regular classroom teachers.

There is no abstract available for this dissertation.

The purpose of the study was to compare the role of the special education teacher aide as perceived by special education administrators, special education teachers, and special education teacher aides in classes for trainable and severely/profoundly mentally retarded. The study involved sixty-four special education administrators, sixty-one special education teachers, and one hundred three special education teacher aides. Data were gathered by use of a questionnaire containing one hundred items representative of behavioral tasks usually performed by special education teachers or special education teacher aides. Participants were asked to respond to each of the one hundred items by marking one of five response categories ranging from "exclusively or primarily the teacher-aide's responsibility to exclusively or primarily the teacher's responsibility." Data were analyzed statistically by use of chi-square and the .05 level of significance was chosen.Only school corporations or special education joint cooperatives employing ten or more special education teacher aides in classes for trainable and severely/profoundly mentally retarded were utilized in the study.Fifty-six of the one hundred questionnaire items met the requirements for statistical significance on the basis of a threeway group comparison at the .05 level. Subsequent, two-way chi-square tests were utilized to determine the response disparities for each possible two-way comparison among the three groups.Conclusions from the findings of the study were:1. Perceptions held by special education administrators, special education teachers, and special education teacher aides differed concerning the role of the special education teacher aide.2. Based upon more frequent involvement of statistically significant two-way comparisons, special education teacher aides perceived the role of the special education teacher aide less clearly than special education administrators and special education teachers. 3. Based upon more frequent involvement of statistically significant two-way comparisons, special education administrators perceived the role of the special education teacher aide less clearly than special education teachers.4. Based upon less frequent involvement of statistically significant two-way comparisons, special education teachers perceived the role of the special education teacher aide more clearly than special education administrators or special education teacher aides.5. Pre-service and in-service training programs do not provide the necessary congruent role adaptation and role integration for clear definition of role and role relationships.6. Role responsibilities have not been identified for the special education teacher aide.Data supported similar findings of other researchers that I individual efficiency of the job performance of a special education teacher aide is lessened when role and role relationships are not clear.Data supported similar findings of other researchers that organizational effectiveness is lessened when the special education teacher aide is not efficient in job performance.The emergence of role and role relationships of the special education teacher aide evolved from the interaction between the special education teacher and the special education teacher aide and not through definition.The possibility of conflict or incongruency may occur when individual need-dispositions are not the same as the organizational expectations of the role.The possibility of conflict or incongruency may occur when role incumbents are expected to conform and perform simultaneously to different reference groups.Evaluation and supervision of the role incombents would be spurious due to different reference groups expectations.Instruction questionnaire items had the greatest perceptual response disparity between and among the special education administrators, special education teachers, and the special education teacher aides.Clerical questionnaire items had the next greatest perceptual response disparity between and among the special education administrators, special education teachers, and special education teacher aides.The least differences of perceptual response disparity regarding the role of the special education teacher aide were in the areas of supervisory and custodial duties.3

No description available.

The Poulin Pictorial Motivational Scale (PPMS) attempted to measure separately four different types of motivation; intrinsic motivation, extrinsic motivation/self-determined, extrinsic motivation/non self-determined, and amotivation. / Sixty-two high school students were tested with the PPMS. These individuals with a mild intellectual disability were grouped according to age level (12-13, 14-15, 16-18) and academic ability (low, average, high). They answered two questionnaires; the PPMS and Harter's scale (to test students' self-competency). Other scales, made for teachers, were used to assess the validity of the PPMS, a Physical Educator's rating scale and a Teachers' questionnaire. / The reliability estimates of internal consistency (Cronbach's alpha) and temporal stability were sufficiently high to conclude that the PPMS was a reliable instrument. The results also revealed that the PPMS is valid and it correlates in the expected directions with the other scales which followed the self-determination theory of Deci and Ryan (1985a). Therefore, it was concluded that the PPMS is a valid and reliable instrument. (Abstract shortened by UMI.)

Typescript. / Thesis (Ph. D.)--University of Hawaii, 1966. / Bibliography: leaves 82-86. / ix, 86 l illus., tables

Thesis (MPsy(Specialisation))--University of South Australia, 2002.

Thesis (Ph.D.)--McMaster University, 2003. / Advisor: Matthew Cooper. Includes bibliographical references (leaves 313-329). Also available via World Wide Web.

Thesis (Ed.d.)--University of Tulsa, 1972. / Bibliography: leaves 41-44.

Thesis (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 51-55.