Equivalent forms of a questionnaire were administered to elementary classroom and resource room teachers. The questionnaires were designed to elicit teachers' attitudes and perceptions as to the effectiveness and appropriateness of mainstreaming, regular classroom teachers' level of skill competency, assistance from the resource room, and communication between the resource room and regular classroom teachers. Results indicated that resource and regular teachers evidenced differential perceptions as to all factors investigated. Educational implications of the findings were discussed and specific recommendations were proposed.
|Original language||English (US)|
|Number of pages||7|
|Journal||Psychology in the Schools|
|State||Published - 1980|
ASJC Scopus subject areas
- Developmental and Educational Psychology