Date of Award
Specialist in Education (Ed.S.)
Dr. Robert Woody
The Regular Education Initiative (REI) and the Renewed Service Delivery System (RSDS) are educational reforms movements which advocate the placement of handicapped students in the regular education program. Although the REI and RSDS have been gaining increasing attention, the movements have not escaped criticism. One of the criticisms is that regular classroom teachers' views regarding many of the beliefs and assumptions underlying the REI and RSDS have not been adequately addressed and evaluated. The present study was undertaken to investigate the relationship between specific variables and teachers' attitudes toward the proposed changes and underlying assumptions of the REI and RSDS. The variables examined in this study were: the availability of support services, formal training in special education, and influence in the decision making, programming, and scheduling procedures of mainstreamed handicapped students. Ninety-nine regular and special education teacher in southwest Iowa completed a survey which contained (18) attitudinal items designed to measure agreement/disagreement with the REI and RSDS. The survey also contained (15) items designed to collect information relating to demographics and the variables addressed in the study. The results of a stepwise multiple regression analysis showed that two of the three variables were significantly related to teachers' attitudes toward the REI and RSDS. These variables were formal training in special education and the availability of support services. The results also indicated that the teachers in the sample were generally undecided about their agreement/disagreement with the assumptions underlying the REI and RSDS. Implications of the results with respect to the implementation of the REI and RSDS are discussed. Additionally, practical recommendations are provided to assist school personnel in developing optimal conditions for the successful implementation of the REI and RSDS.
Kelly, Kristine A., "Variables affecting teacher attitudes concerning regular classroom placement of children with disabilities." (1992). Student Work. 2724.