|
Sign In to gain access to subscriptions and/or personal tools.
|
Managing the MainstreamAn Analysis of Teacher Attitudes and Student Performance in Mainstream High School Programs
Naomi Zigmond, PhD
Naomi Zigmund received his PhD from Northwestern University in Learning Disabilities, and is currently a Professor of Special Education at the University of Pittsburgh.
Erwin Levin, PhD
Erwin Levin received his PhD in School Psychology from the University of Pittsburgh. He is now a school psychologist with the Mahopac School of District in New York State.
Theresa E. Laurie, PhD
Theresa E. Laurie received her PhD from the University of Pittsburgh in Special Education. She is currently the Education Director at Transact Health Systems in Monroeville, Pa.
Four studies were undertaken in 12 urban high schools to explore the accommodative power of mainstream secondary schools and the extent to which teacher attitudes and student behaviors contributed to failure of learning disabled students in regular high school classes. Findings suggest that mainstream teachers recognize the low achievement of LD students but do very little that is different instructionaily when these students are assigned to regular-content classes. The one adjustment that is commonly made is to lower grading standards so that LD students have a good chance of passing the course. In fact, most LD students received passing grades in most of their mainstream courses and most failing grades were in courses in which attendance records were extremely poor.
Journal of Learning Disabilities, Vol. 18, No. 9,
535-541 (1985)
DOI: 10.1177/002221948501800908
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
This article has been cited by other articles:
|
|
|
|
 
J. S. Nelson, M. Jayanthi, M. H. Epstein, and W. D. Bursuck
Student Preferences for Adaptations in Classroom Testing
Remedial and Special Education,
January 1, 2000;
21(1):
41 - 52.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. C. Tapasak and C. S. Walther-Thomas
Evaluation of a First-Year Inclusion Program: Student Perceptions and Classroom Performance
Remedial and Special Education,
July 1, 1999;
20(4):
216 - 225.
[Abstract]
[PDF]
|
|
|
|
|
|
|
N. L. Waldron, J. McLeskey, and D. Pacchiano
Giving Teachers a Voice: Teachers' Perspectives Regarding Elementary Inclusive School Programs (ISP)
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children,
July 1, 1999;
22(3):
141 - 153.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. U. deBettencourt
General Educators' Attitudes Toward Students with Mild Disabilities and Their Use of Instructional Strategies: Implications for Training
Remedial and Special Education,
January 1, 1999;
20(1):
27 - 35.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. C. Snyder and L. M. Bambara
Teaching Secondary Students with Learning Disabilities to Self-Manage Classroom Survival Skills
J Learn Disabil,
September 1, 1997;
30(5):
534 - 543.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. R. Olson, L. Chalmers, and J. H. Hoover
Attitudes and Attributes of General Education Teachers Identified as Effective Inclusionists
Remedial and Special Education,
January 1, 1997;
18(1):
28 - 35.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. F. Carlisle and V. Chang
Evaluation of Academic Capabilities in Science by Students with and without Learning Disabilities and their Teachers
Journal of Special Education,
January 1, 1996;
30(1):
18 - 34.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. Jayanthi, M. H. Epstein, E. A. Polloway, and W. D. Bursuck
A National Survey of General Education Teachers' Perceptions of Testing Adaptations
Journal of Special Education,
January 1, 1996;
30(1):
99 - 115.
[Abstract]
[PDF]
|
|
|
|
|
|
|
E. A. Polloway, W. D. Bursuck, M. Jayanthi, M. H. Epstein, and J. S. Nelson
Treatment Acceptability: Determining Appropriate Interventions Within Inclusive Classrooms
Intervention in School and Clinic,
January 1, 1996;
31(3):
133 - 144.
[Abstract]
[PDF]
|
|
|
|
|
|
|
C. K. Houck and C. J. Rogers
The Special/General Education Integration Initiative for Students with Specific Learning Disabilities: A "Snapshot" of Program Change
J Learn Disabil,
August 1, 1994;
27(7):
435 - 453.
[Abstract]
[PDF]
|
|
|
|
|
|
|
E. A. Polloway, M. H. Epstein, W. D. Bursuck, T. W. Roderique, J. L. McConeghy, and M. Jayanthi
Classroom Grading: A National Survey of Policies
Remedial and Special Education,
May 1, 1994;
15(3):
162 - 170.
[Abstract]
[PDF]
|
|
|
|
|
|
|
V. Nolet and G. Tindal
Instruction and Learning in Middle School Science Classes: Implications for Students with Disabilities
Journal of Special Education,
January 1, 1994;
28(2):
166 - 187.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. Chalmers
Classroom Modifications for the Mainstreamed Student with Mild Handicaps
Intervention in School and Clinic,
September 1, 1991;
27(1):
40 - 42.
[Abstract]
[PDF]
|
|
|
|
|
|
|
E. S. Ellis and E. J. Sabornie
Strategy-based Adaptive Instruction in Content-area Classes: Social Validity of Six Options
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children,
April 1, 1990;
13(2):
133 - 144.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. A. Truesdell
Behavior and Achievement of Mainstreamed Junior High Special Class Students
Journal of Special Education,
January 1, 1990;
24(2):
234 - 245.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. N.F. Conway and L. Gow
Mainstreaming Special Class Students with Mild Handicaps Through Group Instruction
Remedial and Special Education,
September 1, 1988;
9(5):
34 - 40.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. Bergerud, T. C. Lovitt, and S. Horton
The Effectiveness of Textbook Adaptations in Life Science for High School Students with Learning Disabilities
J Learn Disabil,
February 1, 1988;
21(2):
70 - 76.
[Abstract]
[PDF]
|
|
|
|
|
|
|
W. N. Bender
Effective Educational Practices in the Mainstream Setting: Recommended Model for Evaluation of Mainstream Teacher Classes
Journal of Special Education,
December 1, 1986;
20(4):
475 - 487.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. M. Munson
Regular Education Teacher Modifications for Mainstreamed Mildly Handicapped Students
Journal of Special Education,
December 1, 1986;
20(4):
489 - 502.
[Abstract]
[PDF]
|
|
|
|
|
