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A Multidimensional View of Teacher Perceptions of Special Education Episodes

Gale M. Morrison is an assistant professor in the Special Education Program of the Graduate School of Education at the University of California, Santa Barbara. She received her PhD in special education from the University of California, Riverside. Her current areas of interest in research and development include the social and affective development of handicapped children and the association of professionals' attitudes to their contributions to the instructional and service delivery processes.

Jone Lieber

Joan Lieber is a PhD candidate in special education the University of California, Santa Barbara. Her area of concentration involves the use of microcomputers with elementary students in relation to their social interactions and academic achievement.

Richard L. Morrison

Richard L. Morrison is the Coordinator of Pupil and Administrative Services for the Ventura County Schools in Ventura, California. He received his EdD in special education and school psychology from the University of California, Los Angeles. He has been actively involved in the educational and professional development of personnel associated with handicapped and nonhandicapped children in school settings.

In ordr to idntify critical attitudes and perceptions of teachers toward collaboration on the behalf of handicapped children, this investigation examined teacher perceptions of special education activities thugb the use 4 a multidimensional scaling method. firty teachers (1 6 regular classmom teachers, 13 resource specialists, and 11 special day class teachers) rated 12 special education activities on 18 bipolar scales. The results revealed two major dimensions explained by the comspondng rating scales and subjects that most contributed to their formation. Dimension 1 represented a distinction in perceptions of job ownership, injluenced by ratings on responsibility and participation, and was salient for all thee pups of teachers. Dimension 2 represented adultversus child-oriented encounters, was injluenced by ratings rejecting level of tension and extent of being infonned, and was pertinent for special ahy class and resource mom class teachers. Implications f0rjkure efforts for teacher collaboration are discussed.

Remedial and Special Education, Vol. 7, No. 2, 15-23 (1986)
DOI: 10.1177/074193258600700205


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