Use of Time by Teachers of Behaviorally Disordered Students: A Replication

1988 ◽  
Vol 13 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Robert H. Zabel ◽  
Reece L. Peterson ◽  
Carl R. Smith
Keyword(s):  
Least Restrictive Environment ◽  
Teaching Evaluation ◽  
Classroom Teachers ◽  
Behaviorally Disordered ◽  
Resource Teachers ◽  
Use Of Time ◽  
Restrictive Environment ◽  
Delivery Models

To help evaluate the operation of the least restrictive environment mandate, the use of time by resource teachers and self-contained classroom teachers of behaviorally disordered students was examined. Teachers from three states were asked how much time they typically spend each week in teaching, evaluation, preparation and planning, consultation and indirect services, and other activities. Data for the two groups were compared with one another and with data collected 5 years earlier. No significant differences were found between resource and self-contained classroom teachers, and no changes were apparent in their use of time between 1980 and 1985. Interpretations for the absence of differences between the two delivery models include inadequate preparation of teachers to serve in different roles, administrative barriers, and preferred teaching roles of teachers of the behaviorally disordered. Suggestions for addressing these factors are offered.

Inclusion

1996 ◽  
Vol 17 (5) ◽  
pp. 323-328 ◽  
Author(s):  
STANLEY E. WIGLE ◽  
DARYL J. WILCOX
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Teacher Preparation Program ◽  
Classroom Teachers ◽  
Preparation Program ◽  
Restrictive Environment ◽  
General Education Classrooms

There has been a great deal of controversy surrounding the inclusion of students with disabilities in general education classrooms. when students with disabilities are included in general education classrooms, such placements must be congruent with the concept of least restrictive environment (lre). five criteria are identified in this article as elements important to the establishment of an lre within inclusive general education classrooms. these criteria have implications for the preparation of preservice teachers. these implications are the foci for suggested teacher preparation program elements related to the efficacy of preservice classroom teachers.

Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher

1981 ◽  
Vol 14 (10) ◽  
pp. 600-603 ◽  
Author(s):  
Susan Evans
Keyword(s):  
Teacher Participation ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Resource Room ◽  
Resource Teachers ◽  
Resource Teacher ◽  
Principals Perceptions ◽  
Time Resource ◽  
Regular Classroom Teachers

This study investigated whether the perceptions of resource room teachers, regular classroom teachers, and principals differ in what they think the role of the resource teacher should be and what they know it actually is. The responses indicate considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. Principals perceptions of the percentage of time resource room teachers spend in actual roles were in considerable agreement with the responses of the resource teachers. Although this was not true for the estimates of the classroom teachers, this group was the most supportive of increased resource room teacher participation in communication and consultation activities.

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

Relationship of Reading Achievement of Students with Disabilities and Least Restrictive Environment Practices

2015 ◽  
Vol 3 (3) ◽  
pp. 106-114
Author(s):  
Janet L Applin ◽  
Rhonda Simpson ◽  
Nedra Atwell
Keyword(s):  
Reading Achievement ◽  
Students With Disabilities ◽  
Adequate Yearly Progress ◽  
Least Restrictive Environment ◽  
Special Education Students ◽  
Education Students ◽  
Assessment Scores ◽  
School Day ◽  
Restrictive Environment ◽  
Relationship Of

The purpose of this study was to investigate the relationship between Kentucky least restrictive environment (LRE) practices and the state’s assessment annual measureable objectives (AMO) in reading for students with disabilities. This research was designed to determine whether districts achieved AMO targets for reading within LRE, and whether a relationship exists between special education students’ placement and assessment scores attained for the disability subpopulation in the Adequate Yearly Progress (AYP) Reports. Results from this study indicated that one district achieved the scale score for reading achievement. Nine districts achieved reading AMO targets due to safe harbor, while nine districts achieved reading AMO due to confidence interval for students with disabilities. Also, the results indicated a higher correlation for students who received services in a separate location for less than 20% of the school day.

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