Teacher perceptions of Special Education/Regular Education Blended Classrooms

Abstract

As many school districts implement classrooms that blend regular education with special education, according to the "least restrictive environment" standard, questions arise regarding the efficacy of these programs. Teacher performance and attitudes make up a significant element in the success of Regular Education Initiatives, also known as blended education. This study examines the attitudes of teachers towards R.E.I./blended education using a survey tool developed by Melvin I. Semmel. 72 teachers of grades 3-5 in Greece, New York are surveyed. The responses show general support for R.E.I./blended education models, although both regular and special education teachers are mixed in their views on how blended models might affect educational outcomes for regular students. Teachers express concern that regular education teachers do not have the proper training or resources to effectively teach special education students in their classrooms. Teachers also express high levels of support for collaborative teaching models.