A qualitative research methodology was utilized to study the perceptions of regular class teachers and special education teachers toward the Regular Education Initiative. Eighteen teachers, twelve regular classroom teachers and six special education teachers were interviewed using a guided interview format. The questions focused on six major areas: (1) responsibility for special education students; (2) teacher morale; (3) evaluation; (4) communication and collaboration; (5) instruction; and (6) teacher preparation. The results of this study begin to distinguish the differences and agreement in the perception of regular class teachers and special education teachers concerning the Regular Education Initiative. The data indicates that the differences between the regular and special education teacher are for the most part not substantive, but perceptual. There is more agreement concerning the issues central to the Regular Education Initiative than there is disagreement between the two teacher groups. The data from this study indicates that the role of the regular and special educator must be more clearly defined using a collaborative model. The greatest deterrent to effective collaboration is failure to make adequate provision of time for such activities. Goal achievement for the REI is dependent on more than simply resolving the differences between the regular and special education teachers, policy must be developed to support this initiative. The findings of this study demonstrate that teachers want training that will provide an understanding of the complexities of classroom teaching, behavior management and collaboration so that they can meet the needs of all children within the regular classrooms.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8320 |
| Date | 01 January 1992 |
| Creators | Tanzman, Gail Ingrid |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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