Rural general education teachers' opinions of adaptations for inclusive classrooms: a renewed call for dual licensure

The process of including students with learning disabilities (LD) into general education classes has afforded these children the opportunity to learn alongside their same-age peers. Often, LD students require accommodations and/or modifications in order to succeed in the general education setting. G...

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Bibliographic Details
Published in:Rural special education quarterly 1999-03, Vol.18 (1), p.5-11
Main Authors: Bryant, R, Dean, M, Elrod, G.F, Blackbourn, J.M
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
Classroom Techniques
Elementary Secondary Education
Learning Disabilities
Mainstreaming
Mississippi
Regular and Special Education Relationship
Rural Schools
Special Education
Teacher Attitudes
Teacher Certification
Teacher Surveys
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Summary:The process of including students with learning disabilities (LD) into general education classes has afforded these children the opportunity to learn alongside their same-age peers. Often, LD students require accommodations and/or modifications in order to succeed in the general education setting. General education teachers must provide these students with the accommodations/modifications that are recommended on each child's individualized education plan. The current study examined rural teachers' attitudes toward accommodations/modifications in their classrooms. Three questions were asked: 1) How effective are the recommended/implemented accommodations/modifications?, 2) How fair are the recommended/implemented accommodations/modifications to use in the general education classroom?, and 3) How efficient are the recommended/implemented accommodations/modifications to use in the general class setting? The results of this study revealed that rural general education teachers favored accommodations/modifications that are less intrusive to their day-to-day teaching procedures, take the least amount of time to implement, and separate less the learning disabled from non-disabled students.
ISSN:8756-8705
2168-8605
DOI:10.1177/875687059901800102