The purpose of this study was to gain understanding of general and special education teachers' perceptions of grouping for reading and the types of grouping patterns that are implemented in classrooms in a diverse urban school district. Forty-nine third-grade teachers (29 general education teachers who had students with learning disabilities in their class for part of the day and 20 special education teachers) participated in the study. Individual and focus group interviews were used. The results of the interviews revealed that teachers value control over their decisions on how to group for reading. General education teachers indicated that they feel constrained by the demands of the district and school administration, whereas special education teachers believe they have more autonomy in their grouping decisions. The majority of the general educators reported predominant use of a whole class grouping format, whereas special education teachers used a more varied format. For the most part, general educators endorsed mixed-ability grouping arrangements for both social and academic reasons. Special educators, on the other hand, supported same-ability groups. The discussion provides insights into why teachers do not differentiate instruction when teaching in classrooms that have culturally, linguistically, and academically diverse student populations. The need for professional development in flexible grouping strategies is also addressed.
Elementary Special and General Education Teachers' Perceptions of Curricular Inclusion Based on the Special Education Law for Individuals with Disabilities and Others
