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Making Adaptations for Mainstreamed StudentsGeneral Classroom Teachers' Perspectives
Jeanne Shay Schumm
Jeanne Shay Schumm, PhD, is an assistant professor in the Department of Special Education and Reading at the University of Miami. Her research interests include general education teacher planning and adaptation for mainstreamed students, particularly adaptations in literacy instruction.
Sharon Vaughn
Sharon Vaughn, PhD, is an associate professor in the Department of Special Education and Reading at the University of Miami. Her research interests include the social competence of students with learning disabilities and how general classroom teachers plan and adapt for special learners. Address: Jeanne Sbay Schumm, University of Miami, School of Education, PO Box 248065, Coral Gables, FL 33 224-2040.
This study sought to determine teachers' perceptions of the desirability and feasibility of adaptations for mainstreamed students in their general education classes. Of particular interest was how teachers of different grade levels would respond to adaptations. Elementary (n = 25), middle school (n = 23), and high school (n = 45) teachers rated both the desirability and feasibility of 30 items on the Adaptation Evaluation Instrument (AEI) on a Likert-type scale. The 30 items represented adaptations derived from two sources, (1) a review of literature and (2) transcripts from a series of focused group interviews. Results indicated statistically significant differences between the mean desirability and feasibility ratings of each inventory item, with all adaptations perceived as more desirable than feasible. Surprisingly few differences between grade groupings surfaced. Findings are discussed in light of teacher preferences for various adaptations.
Remedial and Special Education, Vol. 12, No. 4,
18-27 (1991)
DOI: 10.1177/074193259101200404
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