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The Special/General Education Integration Initiative for Students with Specific Learning Disabilities

A "Snapshot" of Program Change

Cherry K. Houck, EdD, is a professor in the College of Education at Virginia Polytechnic Institute and State University, Blacksburg, Virginia. Her research interests include the status and improvement of educational programs for students with learning disabilities and disorders of reading and written expression. Address: Cherry K. Houck, College of Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061-0313.

Catherine J. Rogers

Catherine J. Rogers is a doctoral student in educational research and evaluation, with a concentration in social science statistics, at Virginia Polytechnic Institute and State University. Presently she serves as a research analyst for CRS, in Washington, DC. Her current research supports three federal contracts focused on women and drugs, the effects of drugs on pregnancy, and child abuse and neglect.

As part of a broader investigation, this study sought to (a) provide a statewide "snapshot" of educators' views regarding the current status of and process associated with increased integration efforts for serving students with specific learning disabilities (SLD) in Virginia, and (b) document factors serving as the basis of or creating reluctance toward such efforts. Survey respondents included the population of special education supervisors and samples of general education supervisors, building principals, general secondary and elementary education teachers, and LD teachers (N = 788). Results suggest active efforts to increase the amount of time students with SLD spend in general classroom settings; however, limited program change-related guidelines or category-specific outcome-monitoring measures were reported. Across groups, participants expressed doubts regarding the adequacy of general education teachers' skills for making needed instructional adaptations. Over half of the respondents tended to disagree or disagreed that general education teachers were willing to make needed adaptations for students with SLD. Differences in the views expressed by the different respondent groups were examined.

Journal of Learning Disabilities, Vol. 27, No. 7, 435-453 (1994)
DOI: 10.1177/002221949402700704


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