How classroom teachers from one building perceive proposed changes in special education.

This research was designed to provide a vehicle for teachers to express their feelings and concerns about possible changes in special education, namely the Regular Education Initiative (REI)/inclusion model. The primary purpose of the research presented in this paper was twofold. The first purpose was to determine the teachers understanding of the proposed changes in special education. The second purpose was to ascertain which of several alternative methods they would prefer to incorporate into their teaching. The method used was a structured interview. This format allowed the teachers to express their opinions, feelings and concerns. The participants were twenty classroom teachers and two resource teachers from one elementary building. The director of special education was also interviewed. Analysis of the teachers comments indicated 18 of the 20 teachers interviewed understood inclusion would be instituted. The teachers expressed much apprehension about the possibility of difficult to manage children being placed in the classroom. Although these teachers expressed an awareness of inclusion, they displayed surprisingly limited knowledge of what inclusion entailed and its possible effects. The alternative method most acceptable was cooperative teaching. Having the special education teacher work with a small group in the classroom was also a viable option. These alternatives may have been acceptable because the staff had been exposed to cooperative teaching in their building. The other alternatives suggested were prereferral teams and collaborative consultation, which had not been used with this staff. This lack of familiarity with these procedures appeared to influence their choice. The teachers felt they would need in-service training to acquaint them with the new program, and the problems special needs children would present. They expressed varied opinions of how a new program should be implemented. There were recurrent needs presented throughout the interviews which could pose a threat to the successful transition to a new program. These included funding, time, staff development, communication, teacher involvement and personalities of staff members. It was felt these are issues that could be resolved through collaboration and creative planning between the administration and the teachers.Doctor of Education (EdD)EducationEducational administrationSpecial educationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/129928/2/9711911.pd