Citation

Muscott HS. Educ. Treat. Child. 1996; 19(3): 300-315.

Copyright

(Copyright © 1996, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The present investigation examined the standards teachers of students classified as behaviorally disabled (BD) held for classroom behavior in four different educational placements on the continuum or cascade of special education services. The Classroom Participation Scale: Teachers Standards Instrument (TSI) was completed by 108 teachers serving students with BD in either elementary or secondary resource room, special class, special school, or residential school programs. Teachers were assessed to determine whether their standards for acceptable behaviors would differ as a function of either placement or instructional level of schooling.

RESULTS indicate that teachers' standards varied for some, but not all placements on the cascade. Differences were found for teachers in elementary programs only. Teachers assigned to resource rooms expected more appropriate behavior from their students than did peers who were assigned to teach in separate, special schools and residential placements. Teachers assigned to special classes expressed more rigorous standards than their peers who taught in residential schools. Individual teacher variability and overlap in standards within and between placements were evident across both instructional cascades. Implications for the reintegration and inclusion of students with BD in general education classrooms are discussed in light of the findings.

Language: en