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The Journal of Special Education
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Regular Education Teacher Modifications for Mainstreamed Mildly Handicapped Students

Susan M. Munson, PhD

University of Georgia

An interview procedure was used to investigate 26 regular education teachers' (RET) perceptions of education program modifications made for mainstreamed mildly handicapped students (MMHS). Teacher statements were categorized and subsequently analyzed using both qualitative and quantitative procedures. The results indicated that RET made more typical modifications for MMHS than they made substantial modifications in the education program. A significant negative relationship emerged between RET age and years of teaching experience and, in some cases, class size and the number of modifications reported for MMHS. Conclusions were made regarding the appropriateness of the educational programs provided for MMHS. Implications of the findings were discussed in regard to teacher preparation and inservice training, least restrictive environment (LRE) policy, and LRE placement decisions.

The Journal of Special Education, Vol. 20, No. 4, 489-502 (1986)
DOI: 10.1177/002246698602000409
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