Open Access Thesis
Mainstreaming in education -- Iowa; Special education -- Iowa;
The purpose of this study was to gather descriptive information about fourth grade regular education teachers' current perceptions of Iowa's RSDS, and to compare their perceptions to those reported in Bone's (1991) study. The sample consisted of 51 fourth grade regular education teachers from districts served by four Area Education Agencies. The subjects provided demographic information, completed a 22 item self-report questionnaire, and provided written responses to seven open-ended questions. Responses to the questionnaire were analyzed using frequency distributions for each AEA. The responses to the open-ended questions were analyzed qualitatively. The results of the study indicate that fourth grade regular education teachers continue to perceive the premise of RSDS as headed in right direction; however, more input is needed from regular education teachers. In addition, teachers still believe that special education and pull-out programs are appropriate for educating students with special needs. Further more specific information needs to be disseminated about learning disabilities, as well as the public laws which protect the rights of children with these disabilities. Responses to the open-ended questions included both positive and negative comments from the regular education teachers about their perceptions of RSDS implementation in their respective schools. In addition, teachers shared concerns about meeting diverse student needs, including those students who are gifted, in the regular education classroom.
Year of Submission
Specialist in Education
Department of Educational Psychology and Foundations
Marvin O. Heller
Charles V. L. Dedrick
1 PDF file (120 leaves)
©1993 Sharon Kay Petersburg
Petersburg, Sharon Kay, "Fourth grade regular education teachers' perceptions of Iowa's RSDS: A replication study" (1993). Dissertations and Theses @ UNI. 1401.