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Instructional practices in mainstreamed secondary classrooms

L Ellett1

  • 1Rancho Bernardo High School, San Diego, CA 92128-4499.

Journal of Learning Disabilities
|January 1, 1993
PubMed
Summary

Secondary teachers identified essential student skills for mainstreamed classrooms, including task completion and preparedness. They prefer practical, time-efficient interventions applicable to all students, focusing on behavior management and study skills.

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Area of Science:

  • Educational Psychology
  • Classroom Management
  • Special Education

Background:

  • Mainstreaming requires students to possess specific skills for success in regular education classrooms.
  • Teachers' perceptions of necessary student skills and their willingness to implement interventions are crucial for effective inclusion.

Purpose of the Study:

  • To identify secondary student skills critical for success in mainstreamed classrooms.
  • To determine which intervention strategies secondary teachers find reasonable to use.

Main Methods:

  • 89 secondary teachers from three high schools rated the importance of 14 student skills.
  • Teachers also rated the reasonability of 35 intervention strategies.
  • Factor analysis was used to categorize intervention strategies.

Main Results:

  • Key student skills identified include following directions, preparedness, time management, and assignment completion.
  • Seven factors of intervention strategies emerged, including behavior management, study skills, and environmental modifications.
  • Teachers favored strategies that were easily implementable, universally applicable, and time-efficient.

Conclusions:

  • Secondary teachers prioritize practical skills and interventions that support all students within their existing classroom structure.
  • Effective implementation of mainstreaming relies on aligning teacher preferences with student needs and available resources.

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