Date of Award

5-2013

Degree Type

Report

Degree Name

Master of Education (MEd)

Department

Special Education and Rehabilitation

Abstract

This project was an effort to ascertain what skills regular and/or resource teachers require of self-contained students with learning disabilities in order to transition successfully in their classrooms. A twenty-one-question survey was given to regular and resource teachers in four junior high schools. This survey questioned teachers with regards to what the minimal academic, behavioral and procedural criteria should be mastered before students transition into regular classrooms. Once this information is received, self-contained teachers may analyze their curriculum, behavioral and classroom procedures to better mirror the requirements and the realities of the regular and/or resource classrooms.

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