Changing Teachers' Perceptions of Mainstreaming

Abstract

A questionnaire was administered pre and post-test to 154 regular classroom teachers enrolled either in an in service program or in university courses designed to prepare regular classroom teachers to teach handicapped children mainstreamed into their classes. The questionnaire explored the teachers' beliefs and perceptions about mainstreaming in the areas of teaching skills, time available to teach handicapped children, attitudes toward mainstreaming, availability of materials, support services, and need for additional training. Both the inservice and university courses produced significant changes in the participants' responses on the questionnaire. Significant changes were found on the total test and in the variables of skills, time, attitudes, materials, and services.

Managing Resistance to Instructional Modifications in Mainstreamed Environments

“…Resistance to new instructional approaches may be caused by insufficient knowledge of handicapping conditions (McGinty & Keogh, cited in Hudson, Reisberg, & Wolf, 1983), attribution of student difficulties to internal pathology (Medway, 1979), lack of skill in implementing instructional strategies (Hawryluk & Smallwood, 1986;Nevin, Paolucci-Whitcomb, Duncan, & Thibodeau, 1982), or concerns about teacher accountability (Heron & Harris, 1987). In these instances classroom teachers may envision failure.…”

Developing a Consulting Program in Special Education: Implementation and Interventions

“…Also, Idol-Maestas and Ritter (1985) reported that some 22% of recent graduates from a consultant preparation program found colleagues resistant to consultation. Other studies have shown that regular educators perceive themselves as lacking skills and needing assistance to successfully implement mainstreaming (Hudson, Reisberg, & Wolf, 1983;Ryor, 1978).…”

Audiovisual Training Materials to Support Mainstreaming

“…However, there are continued doubts and concerns about the feasibility of successful mainstreaming, given existing levels of human and material resources, teacher training, and on-site consultation (Gans, 1984;Hudson, Reisberg, &Wolf, 1983;Mesinger, 1985).…”