Resource Room Teachers' Use of Strategies that Promote the Success of Handicapped Students in Regular Classrooms

Authors

Nancy K. Glomb, Utah State UniversityFollow
D. P. Morgan

Document Type

Article

Journal/Book Title/Conference

Journal of Special Education

Volume

25

Issue

2

Publication Date

1991

First Page

221

Last Page

235

Abstract

Determined the extent to which resource room teachers use strategies that promote the success of handicapped students (HSs) in regular classrooms and identified variables that may affect the successful implementation of those strategies. 878 teachers indicated the extent to which they currently used 19 strategies that have been associated in the literature with promoting the success of HSs in regular classrooms. Common barriers to effective service delivery were also identified, and Ss indicated the extent to which each posed a problem in their school. Ss reported only moderate use of the strategies included in this survey, but attached a higher degree of importance to their use. Ss needed more training in the use of strategies that promote the success of HSs in regular classrooms, and more time to implement them.

Comments

Originally published by SAGE Publications.

Publisher’s PDF and HTML fulltext available to USU students and faculty through remote link.

Recommended Citation

Glomb, N. & Morgan, D.P. (1991). Resource room teachers' use of strategies that promote the success of handicapped students in regular classrooms, Journal of Special Education. 25 (2), 221-235.