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Instructional Practices in Mainstreamed Secondary Classrooms

Linda Ellett is a resource specialist at Rancho Bernardo High School in the Poway Unified School District, Poway, California. She received her MA from San Diego State University and has 16 years of teaching experience in secondary schools, including 12 years in regular education and 4 years in special education—currently utilizing the consultation model. Address: Linda Ellett, Rancho Bernardo High School, 13010 Paseo Lucido, San Diego, CA 92128-4499.

This study examined the skills of secondary students that teachers considered necessary for success in mainstreamed regular education classrooms and intervention strategies teachers would be willing to use. Teachers (N=89) from three high schools rated the importance of 14 student skills and the reasonability of 35 intervention strategies. Student skills deemed important included following directions, coming to class prepared with materials, using class time wisely, and making up assignments and tests. Factor analysis of intervention strategy results revealed seven factors: using supplemental resources; simplifying instruction; providing support and extra instructional cues; enhancing classroom behavior management; facilitating grade improvement; modifying learning environment; and teaching study skills and providing a positive, cooperative learning environment. Secondary teachers appear to prefer intervention strategies that they can implement in their own classroom, that can apply to all students, and that require little extra time.

Journal of Learning Disabilities, Vol. 26, No. 1, 57-64 (1993)
DOI: 10.1177/002221949302600107


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