GENERAL EDUCATION TEACHERS' ASSUMPTIONS ABOUT LEARNING AND STUDENTS WITH LEARNING DISABILITIES: DESIGN-OF-INSTRUCTION ANALYSIS

Abstract. Teachers ' beliefs about learning and their ability to effect change largely influence classroom practice. In this study, we examined the theeoretical, personal, and instructional assumptions of 29 general educators through a design-of-instruc-tion and instructional efficacy framework. A three-part sequence of tasks (i.e., as-signment of points to a theoretical model and analysis and modification of a curricu-lar lesson) was used to examine primary and elementary educators ' attributions and assumptions regarding the role of instructional tools (e.g., published programs) in student learning and teachers ' ability to effect change. Findings indicate that general educators: (a) ascribe substantial emphasis to within-learner variables, (b) question the adequacy of commercial curricular programs for students with learning disabili-ties, and (c) believe they have adequate knowledge and skills to rectify the limitations of commercial curricular lessons for students with learning disabilities. In this article, we report a study in which gen-eral education teachers (a) assigned 100 points differentially to five prescribed factors to conve