Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Glomb, N. K.
Right arrow Articles by Morgan, D. P.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Glomb, N. K.
Right arrow Articles by Morgan, D. P.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Resource Room Teachers' use of Strategies that Promote the Success of Handicapped Students in Regular Classrooms

Nancy K. Glomb

Nancy K . Glomb, Division of Teacher Education, Southern Utah University, Cedar City, UT 84720.

Daniel P. Morgan

Utah State University

The purposes of this survey were to determine the extent to which resource room teachers use strategies that promote the success of handicapped students in regular classrooms and to identify variables that may affect the successful implementation of those strategies. Teachers were asked to indicate the extent to which they currently use 19 strategies that have been associated in the literature with promoting the success of handicapped students in regular classrooms. Common barriers to effective service delivery were also identified, and teachers were asked to indicate the extent to which each posed a problem in their school. Teachers reported only moderate use of the strategies included in this survey, but attached a higher degree of importance to their use. The findings from this survey suggest that resource room teachers need more training in the use of strategies that promote the success of handicapped students in regular classrooms, and more time to implement them in the way that the results of this study suggest that they would like to.

The Journal of Special Education, Vol. 25, No. 2, 221-235 (1991)
DOI: 10.1177/002246699102500206
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
E. Fennick and D. Liddy
Responsibilities and Preparation for Collaborative Teaching: Co-Teachers' Perspectives
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, July 1, 2001; 24(3): 229 - 240.
[Abstract] [PDF]