A questionnaire was designed to assess the extent to which teachers of the visually impaired and collaborating elementary classroom teachers agree upon assignment of daily responsibilities. The questionnaire consisted of 32 items relating to responsibilities to visually impaired students in the following areas: (a) Tutorial Remedial, (b) Modification of Regular Activity, (c) Instruction in Special Skills, (d) Indirect Services, or (e) Provision of Materials. Respondents were also asked for information regarding communication. Regular classroom teachers provided information on their previous experience with visually impaired students and their coursework in special education. / Members of teaching teams could agree by assigning responsibility to either the vision teacher or classroom teacher. Disagreement could be the result of assumption of responsibility by both teachers (duplication) or assignment by each team member to the other member of the team (omission). / Questionnaires were mailed to teaching teams in seven counties in Florida. Responses from 13 vision teachers and 47 classroom teachers (80% return rate) were returned. / Two types of analyses were conducted. Descriptive analysis examined agreement among and between teaching teams. Multiple regression analysis was conducted to determine the unique contribution of each independent variable to variance in agreement scores. / Twenty-two of thirty-two items on the questionnaire received a predominant response (50% or more) from teaching teams and most were agreements. Three reflected duplication of effort but none suggested omission of services. The items with the least amount of agreement between teams were those defined as Tutorial/Remedial. / Experience, coursework, average communication and communication reported by classroom teachers did not make a significant contribution to variance in agreement scores. Communication reported by vision teachers was significant. The correlations between agreement scores and communication, experience, and coursework were negative. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2997. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75908 |
| Contributors | HOLBROOK, M. CAY., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 120 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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