A survey of effective strategies and teaching practices as perceived by regular classroom teachers for the integration of students with mild learning disabilities

Hoddinott, Rhonda Sherry (1996) A survey of effective strategies and teaching practices as perceived by regular classroom teachers for the integration of students with mild learning disabilities. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (22MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

This study was designed to utilize a questionnaire based on current research that explores successful teaching practices that educators feel are vital for integrated classrooms where there are students with learning disabilities. It will also investigate whether these teaching practices are viewed as being important through the use of a questionnaire, by regular, full time teachers in the Conception Bay South Integrated School Board. Finally, the researcher will identify if there is a difference between background variables and the attitude of teachers toward strategies and practices used in an integrated classroom. The eight background variables are as follows: gender; present teaching assignment; number of years teaching experience; present teaching level; number of university level, special education courses; inservice training; number of students with mild learning disabilities presently integrated into the teacher's regular classroom; and, class size for regular teachers with integrated students. -- Teachers generally agreed that effective teaching practices under the category headings: assessment/diagnosis, instructional content, instructional practices, managing student behavior, planning and managing the teaching and learning environment and monitoring evaluation procedures were all key components of a successful integration program, however, statistically significant differences did exist. All background variables were slightly or moderately related to teacher responses on this questionnaire. Grade level taught and gender were most strongly related to teacher perceptions of specific teaching practices.

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