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The Form and Substance of Secondary Resource Models: Content Area Versus Skill Instruction

Robert G. McKenzie received his PhD from The University of Iowa in 1981. He is currently associate professor and coordinator of exceptional child education at Western Kentucky University. His research interests include service delivery to adolescents with learning disabilities and the transition from elementary to secondary settings. Address: Robert G. McKenzie, Department of Teacher Education, Page Hall, Western Kentucky University, Bowling Green, KY 42101

The provision of core content coursework instruction by secondary learning disability (LD) teachers has increased dramatically in recent years. This article describes the results of a study that compared the perceptions of 48 LD content teachers and 45 basic skills teachers concerning (a) their relationship with the mainstream, (b) curricular structure, (c) instructional methodology, and (d) the behavioral characteristics of their students. Differences in the teachers' judgments were evaluated by t tests. Results indicated that, despite pronounced differences in caseloads and class sizes, the two groups are very similar in how they evaluate their instructional emphases. The data also indicate that the groups differ not so much in how they teach as in how they perceive their interactions and their students' with the mainstream.

Journal of Learning Disabilities, Vol. 24, No. 8, 467-470 (1991)
DOI: 10.1177/002221949102400804


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