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| Autor/inn/en | Ysseldyke, James E.; und weitere |
|---|---|
| Institution | Minnesota Univ., Minneapolis. |
| Titel | Student-Teacher Ratios for Mildly Handicapped Children in Special Education Settings. Research Report No. 7. University of Minnesota Instructional Alternatives Project. |
| Quelle | (1987), (33 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary Secondary Education; Grouping (Instructional Purposes); Mainstreaming; Mild Disabilities; National Surveys; Resource Teachers; Special Education Teachers; Student Placement; Teacher Student Ratio |
| Abstract | The national survey of 141 elementary and 79 secondary special education teachers documents current student-teacher ratios and instructional arrangements for students with mild handicaps receiving at least some instruction in the mainstream classroom. Overall the average student-teacher ratio was 4.7:1 with a range of 1:1 to 15:1. Minor differences were found as a result of the students' categorical designations (learning disabled, emotionally/behaviorally disordered, mentally retarded, and speech impaired) and the elementary vs secondary distinction. The most frequently identified basis for selecting students for instructional groupings, regardless of category, was the student's level of academic performance, followed by standardized psychological test scores, and student learning styles matched with teaching methods. The survey also found that teachers were generally unfamiliar with their local district guidelines for student-teacher ratios and caseloads. The survey form, list of criteria for selection of teachers for the survey, and criteria for responses on methods of grouping are appended. (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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