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• W233036083 abstract "Findings are presented from a survey assessing the perceptions and attitudes of regular class teachers toward the Resource Specialist Program which is the major transitional program for EMR students provided by the California Master Plan for Special Education. Results from a 22-item questionnaire indicated favorable responses for five categories assessing various aspects of the program. Differences emerged, however, when the findings were analyzed by grade level. Lower elementary and secondary teachers revealed approving perceptions and attitudes while middle school teachers expressed concern over several phases of the program. In contrast to earlier evaluations, the present survey suggested general satisfaction with the Resource Specialist Program. The courts and legislatures in California programs (IEP), providing specialized methods have mandated mainstreaming through a and materials, and providing inservice variety of decisions and pieces of legislation training for regular class teachers. (Keogh, Levitt, and Robson, 1974). The major At the elementary level, implementation consequence was a shift away from special usually involves a scheduled pull-out class placement for EMR students to the program which averages about one-half hour least restrictive environment which, for a a day in the resource center. In secondary majority, meant the regular class. This schools, the student is typically scheduled decertification process has resulted in many into the RSP one or two periods per day. EMR students finding themselves two or three While in the resource center, the student years behind other students and, consequently, works with the resource specialist on those unable to perform according to classroom areas specified in the IEP. At the end of a standards (MacMillan, Jones, & Meyers, 1976). specified period, the student's progress is To cope with this situation, the California evaluated, with the desired outcome being Master Plan for Special Education (1974) return to a full-time regular classroom, provided for supplemental services for With the RSP fully implemented and students no longer qualified as EMR under operational in most California school districts, the new guidelines. The major type of it was considered advisable to survey the transition program was the Resource attitudes and perceptions of regular class Specialist Program (RSP) which allowed the teachers since they are most directly involved handicapped student maximum participation with the RSP. In this way, it would be in the regular school program but supplepossible to determine the major strengths mented the regular program with special and weaknesses in the RSP and to evaluate services including academic tutoring, counits overall effectiveness, seling, and adjunct therapies as required. The resource specialist duties include reMethodolo ceiving referrals, assessment, consultation with parents and teachers, service on a team To determine the attitudes and perceptions which formulates individualized educational of regular class teachers towards the RSP, Attitudes toward Resource Specialist Program / 195 This content downloaded from 157.55.39.255 on Sat, 16 Apr 2016 05:34:13 UTC All use subject to http://about.jstor.org/terms information was gathered from 91 teachers who represented approximately 50% of the regular class teachers involved in the RSP in a representative California school district. These teachers represented approximately 33% of the total teaching staff in the district. The teachers were divided by school grade groups as follows: K-3 = 40; 4-6 = 30; 7-8=15; and 9-12 = 6. Thus, a majority of the sample (77%) represented elementary levels while 23% were from secondary levels. The respondents were asked to complete an instrument consisting of 22 statements responded to on a Likert scale format from 1 (strongly disagree) to 5 (strongly agree). The 22 statements represented five categories of variables associated with the RSP. These included (a) program mechanics, (b) functions of the resource specialist, (c) RSP effects on the classroom teacher, (d) student develop ment in the RSP, and (e) parental attitudes toward the RSP. Content validity was judged by the special education faculty at the University of California, Riverside. With minor modification, the 22 statements and five categories were considered a represent ative sampling of information required to assess the attitudes and perceptions of regular class teachers toward the RSP. School principals were contacted and asked to distribute the surveys to those teachers who had students participating in the RSP. The individual teachers were assured anonymity. The surveys were returned to the school and collected for analysis." @default.
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• W233036083 date "1980-10-01" @default.
• W233036083 modified "2023-09-24" @default.
• W233036083 title "Regular Class Teachers' Attitudes and Perceptions of the Resource Specialist Program for Educable Mentally Retarded Pupils." @default.
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