Teacher Perceptions of the Regular Education Initiative

TLDR

The study examines how teachers view the regular education initiative, focusing on placement of students with mild disabilities, teacher responsibility, preparedness, achievement outcomes, and potential changes from a consultant model versus pullout programs. A survey of 381 special and regular educators collected perceptions and opinions about the regular education initiative. Confirmatory factor analysis confirmed a 14‑category structure of teachers’ responses and found that elementary schools favored existing pullout programs over the proposed consultant model.

Abstract

A survey of 381 special and regular educators assessed perceptions and opinions surrounding the regular education initiative. Confirmatory factor analysis supported an a priori hypothesized structure of teachers' responses. Items factored into 14 categories. These factors describe issues related to preferred placement of students with mild disabilities, teachers' responsibility and ownership, teacher preparedness for meeting the needs of these students, achievement outcomes for all children, and the changes that would result from adopting the proposed consultant model rather than a pullout program. Results favored current special education practices (pullout programs) in elementary schools.