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Educating Students with Mild Handicaps in General Classrooms

Essential Teaching Practices for General and Special Educators

Glenna S. Cannon is assistant professor and director of field experiences at Texas A & I University in Kingsville, Texas. She received her PhD in special education from The University of Texas at Austin. Her current research interests focus on collaboration among general and special education faculty within universities and public schools toward provision of effective teaching for diverse student populations. Address: Glenna S. Cannon, Campus Box 196, Texas A & I University, Department of Education, Kingsville, TX 78363.

Lorna Idol

Lorna Idol is codirector of the Institute for Learning and Development in Austin, Texas, and editor of the journal Remedial and Special Education. She has written extensively in the area of school consultation and collaboration in the schools, as well as in the supporting areas of reading/learning disabilities and methods of instruction for difficult-to-teach students. She serves as a consultant to numerous education agencies.

J. Frederick West

J. Frederick West is codirector of the Institute for Learning and Development in Austin, Texas. He publishes widely in the areas of educational collaboration and consultation and serves as a program and professional development consultant to numerous education agencies in the United States and Canada.

This study was designed to identify and validate essential teaching practices needed by both general and special educators to successfully educate students with mild handicaps in general classrooms. An interdisciplinary panel of 105 experts, evenly divided into university-based and field-based participants from 35 states, identified 96 of 125 practices in six categories as being essential for effective teaching of mainstreamed students with mild handicaps. Based on a two-round Delphi procedure, a substantial majority (82%) of these teaching practices were seen as being essential for both general and special educators across all six rated categories. Panel ratings were significantly higher for special educators than general educators on four of the six categories. No significant differences in ratings were found for university-based versus field-based panelists, or for field-based panelists who were professionals directly involved in elementary or secondary teaching roles versus administrators, supervisors, and consultants. Based on essential teaching practices validated in this study, implications for preservice teacher preparation and staff development programs for general and special educators are discussed.

Journal of Learning Disabilities, Vol. 25, No. 5, 290-299 (1992)
DOI: 10.1177/002221949202500505


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