This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by LAMOREY, S. Articles by LEIGH, J. Search for Related Content Social Bookmarking                         What's this?

Contemporary Issues Education

Teacher Perspectives of the Needs of Students with Disabilities

SUZANNE LAMOREY, PhD, is an assistant professor in the Department of Teaching Specialties at the University of North Carolina at Charlotte. Her research interests focus on intervention for at-risk populations of young children and their families, as well as topical issues education. Address: Suzanne Lamorey, Department of Teaching Specialties, University of North Carolina at Charlotte, Charlotte, NC 28223.

JAMES LEIGH

JAMES LEIGH, PhD, is a professor in the Department of Special Education at the University of Missouri-Columbia. Dr. Leigh's current research interests involve development of assessment instruments in special education and topical issues education.

STUDENTS WITH DISABILITIES APPEAR TO BE MORE SUSCEPTIBLE TO THE RISKS ASSOCIATED WITH A WIDE RANGE OF CONTEMPORARY ISSUES IN OUR SOCIETY TODAY. THESE CONTEMPORARY ISSUES INCLUDE AREAS SUCH AS SUBSTANCE ABUSE, TEENAGE PREGNANCY, SEXUALLY TRANSMITTED DISEASE, SUICIDE, DELINQUENCY, AND CHILD ABUSE. MOREOVER, MANY OF THESE STUDENTS ALSO WILL BE REQUIRED TO CONTEND WITH OR TO ENGAGE IN DECISION MAKING REGARDING NUMEROUS OTHER CONTEMPORARY ISSUES (E.G., DIVORCE, DEATH, ABORTION, RACISM ABOUT WHICH THEY HAVE RECEIVED LITTLE OR NO FACTUAL INFORMATION OR GUIDANCE FROM SCHOOLS IN THE TRADITIONAL ACADEMIC CURRICULUM. IN THIS STUDY, 121 SPECIAL EDUCATION TEACHERS IN BOTH SELF-CONTAINED AND RESOURCE PROGRAMS EXPRESSED THEIR OPINIONS ABOUT CONTEMPORARY ISSUES EDUCATION. TEACHER RESPONSES WERE ANALYZED USING QUALITATIVE METHODS, AND TYPOLOGIES WERE DERIVED PERTAINING TO TEACHERS' COMMENTS IN SUPPORT OF ADDRESSING CONTEMPORARY ISSUES AS WELL AS COMMENTS REGARDING OBSTACLES TO ADDRESSING SUCH ISSUES IN SCHOOL. THESE RESPONSE TYPOLOGIES ARE DISCUSSED, AND IMPLICATIONS BASED ON THE TEACHERS' PERSPECTIVE ARE EXPLORED.

Remedial and Special Education, Vol. 17, No. 2, 119-127 (1996)
DOI: 10.1177/074193259601700207


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. A. Prater, T. W. Sileo, and R. S. Black Preparing Educators and Related School Personnel to Work with At-Risk Students Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, January 1, 2000; 23(1): 51 - 64. [Abstract] [PDF]

				D. J. O'Shea and L. J. O'Shea Collaboration and School Reform: A Twenty-First--Century Perspective J Learn Disabil, July 1, 1997; 30(4): 449 - 462. [Abstract] [PDF]

				J. E. Leigh and S. Lamorey Contemporary Issues Education: Beyond Traditional Special Education Curricula Intervention in School and Clinic, September 1, 1996; 32(1): 26 - 33. [Abstract] [PDF]