AuthorBarr, Lisa Marie, 1966-
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis study involved a sample of 66 regular classroom teachers, grades K through 5, from a local school district. Subjects were given a measure of preference for two types of cooperative interventions designed to meet the needs of mildly handicapped students in the regular classroom (collaborative and consultative interventions). The results indicate that the teachers had no preferences of one type of intervention over the other and that the two variables measured were positively correlated. These results seem to indicate that those teachers who are willing to cooperate with special education personnel were flexible in the approach used, while others did not support either type of intervention. Respondents' comments reflect a strong concern for large class size and fairness to non-handicapped students.
Degree ProgramGraduate College