Preparation for mainstreaming : self-perceived competence of the regular classroom teacher

Cuff, Doreen Gill (1980) Preparation for mainstreaming : self-perceived competence of the regular classroom teacher. Masters thesis, Memorial University of Newfoundland.

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Abstract

The first purpose of the study was to investigate the regular teacher's perception of his ability to teach mildly mentally handicapped children within the regular classroom. Specifically the question to be answered was whether the teacher saw himself as competent in specific designated skills that have been rated by experts in the field of special education as important for successful integration. The second purpose of the study was to determine if a relationship existed between perceived competence and certain personal and situational variables. -- A questionnaire consisting of 50 items, 5 in each of 10 categories, was developed by the researcher and administered to a random sample of teachers who were asked to rate their ability to perform certain tasks according to a Likert-type scale. -- A total score was computed for each teacher and category means were computed for teachers at each grade level. Comparisons were made between groups of teachers on the bases of: level of teaching experience, level and type of professional training, grade level taught and type of support services available. Item scores were computed by totalling and averaging responses across teachers, to examine the relationship between each of the selected variables and perceived competence in educating mildly mentally handicapped children, by means of cross tabulations and chi squared tests for significance of difference. -- The following conclusions were reached: -- (a) The majority of regular classroom teachers perceive themselves to be inadequately prepared in some of the skills seen by the experts as important for successful integration. (b) Primary teachers rated themselves as most adequately prepared. (c) Teachers generally perceived themselves as least prepared in competencies that are required for individualization of instruction, program development and coordination of services. (d) Level of professional training was associated with perceived competence across all grade levels. In the Primary grades years of experience was an equally important indicator of perceived competence, while in Junior High School, type of support services available was associated with responses to the greatest number of items on the questionnaire.

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