Perceptions of Regular and Special Education Teachers Participating in an Integrated Program

Abstract

The purpose of this study was to investigate the experience and attitudes of the regular and special education teachers who are participating in a program which utilizes the consultant teacher model to support the inclusion of children with handicapping conditions. The subjects were the teachers from grades one through eight who are taking part in the integrated special education program of a rural district. Thirty-eight regular and special education teachers completed a questionnaire about their professional preparation and their experiences with the integrated program. The questionnaire also invited their comments and suggestions for improving the program. The data from the regular and special education teachers were analyzed separately. A statistical analysis was made of those responses which had quantitative answers, while a qualitative analysis of the rest of the data looked for trends and specific suggestions. Both groups indicated that increased academic progress and improved self-concept are major benefits of the program. They also expressed concerns about other aspects such as their lack of the time and skills needed to accommodate students with special needs.