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Teachers Attitudes Toward Increased MainstreamingImplementing Effective Instruction for Students with Learning DisabilitiesWilliam N. Bender is an associate professor at the University of Georgia. His major areas of interest are the social/emotional development of students with learning disabilities and ADHD, and instructional placement practices in mainstream and inclusive classrooms. He has recently developed a tool for ecological evaluation of mainstream instructional practices to facilitate inclusion of students with mild disabilities. He is the co-director of ADDNET, a nationwide telesatellite inservice on attention-deficit/hyperactivity disorders, and also serves as the moderator for Education Today, a show on educational issues on Georgia public television.
Cynthia O. Vail in special education from The Florida State University. She currently serves as an assistant professor in the Department of Special Education at the University of Georgia. Her primary interest is in the area of early childhood special education, specifically, providing quality services in inclusive settings.
Kristen Scott from the University of Georgia. She is temporarily serving as an assistant professor in the Department of Special Education at the university. Her primary research interests focus on instructional strategies for students with mild disabilities in special education and general education classrooms, and the generalization of skills and strategies by students with learning disabilities. Address: William N. Bender, University of Georgia, 577 Aderhold Hall, Athens, GA 30621. To investigate the types of instructional strategies offered in mainstream classes, we asked 127 mainstream teachers in Grades 1 through 8 to complete a self-evaluation concerning instructional strategies used in their general education classes. Also, each teacher completed questionnaires concerning their attitudes toward their own efficacy and toward mainstreaming. ANOVAs comparing teachers with positive attitudes toward mainstreaming and teachers with less positive attitudes indicated that the teachers with less positive attitudes used effective mainstream instructional strategies less frequently. Implications of these results in terms of recent educational initiatives resulting in increased inclusion programs are discussed.
Journal of Learning Disabilities, Vol. 28, No. 2,
87-94 (1995) This article has been cited by other articles:
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