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University
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300 N. ZEEB RO AD. A N N A R B O R . Ml 48106
18 BE DFO RD ROW, LO NDO N WC1R 4E J , E N G L A N D

8112156

SLOAN,

BARBARA J.
A STUDY OF GENERAL EDUCATION TEACHER AND SPECIAL
EDUCATION TEACHER-CONSULTANT VIEWS OF PROBLEMS AND
SUPPORT SERVICE NEEDS RELATED TO MAINSTREAMED
HANDICAPPED CHILDREN IN BRANCH INTERMEDIATE SCHOOL
DISTRICT, BRANCH COUNTY, MICHIGAN

Michigan State University

University
Microfilms
International

PH.D.

300 N. Zeeb Road. Ann Arbor, MI 48106

1980

A STUDY OF GENERAL EDUCATION TEACHER AND SPECIAL EDUCATION
TEACHER-CONSULTANT VIEWS OF PROBLEMS AND SUPPORT SERVICE
NEEDS RELATED TO MAINSTREAMED HANDICAPPED CHILDREN IN
BRANCH INTERMEDIATE SCHOOL DISTRICT,
BRANCH COUNTY, MICHIGAN

By
B a r b a r a J . Sloan

A DISSERTATION
Submitted to
M ic h i g a n S t a t e U n i v e r s i t y
in p a r t i a l f u l f i l l m e n t o f th e re q u ire m e n ts
f o r th e degree o f
DOCTOR OF PHILOSOPHY
D e p a r tm e n t o f E l e m e n t a r y and S p e c i a l E d u c a t i o n

1980

ABSTRACT
A STUDY OF GENERAL EDUCATION TEACHER AND SPECIAL EDUCATION
TEACHER-CONSULTANT VIEWS OF PROBLEMS AND SUPPORT SERVICE
NEEDS RELATED TO MAINSTREAMED HANDICAPPED CHILDREN IN
BRANCH INTERMEDIATE SCHOOL DISTRICT*
BRANCH COUNTY, MICHIGAN
By
B a r b a r a J . S lo a n

Purpose o f t h e Study
The c o n c e p t o f m a i n s t r e a m i n g has t h r u s t c l a s s r o o m t e a c h e r s
and t e a c h e r - c o n s u l t a n t s i n t o new r o l e s r e l a t i v e t o p r o v i d i n g e d u c a ­
tional

pr ograms f o r h a n d i c a p p e d c h i l d r e n .

i n an a t t e m p t t o p r o v i d e an i n i t i a l

T h i s s t u d y was u n d e r t a k e n

view o f m a i n s t r e a m i n g t h r o u g h

i d e n t i f y i n g t h e c o n c e r n s and f e e l i n g s e x p r e s s e d by t e a c h e r s and
teach er-co n su ltan ts.
Procedures
The t a r g e t p o p u l a t i o n f o r t h i s s t u d y i n c l u d e d t e a c h e r s from
f i v e e l e m e n t a r y s c h o o l s and t e a c h e r - c o n s u l t a n t s from c o n s t i t u e n t d i s ­
tricts

o f Branch I n t e r m e d i a t e School D i s t r i c t .

and t w e l v e t e a c h e r - c o n s u l t a n t s r e s p o n d e d .

Seventy-one te a c h e r s

Q u e s t i o n n a i r e s were

d e v e l o p e d t o o b t a i n i n f o r m a t i o n r e l a t i v e t o (1) p r o b le m s which a r i s e
f o r t e a c h e r s and t e a c h e r - c o n s u l t a n t s when a h a n d i c a p p e d c h i l d ' s e d u ­
c a t i o n a l progr am i n c l u d e s a m a i n s t r e a m c o m p o n e n t, (2 ) a c t u a l and
ne ed e d s p e c i a l e d u c a t i o n s u p p o r t i n t e n d e d t o a s s i s t i n s o l v i n g t h e

Barbara J .

Sloan

p r o b le m s i n a m a i n s t r e a m p l a c e m e n t , ( 3 ) d e s c r i p t i v e i n f o r m a t i o n r e l a t e d
t o c h i l d r e n t e a c h e r s i d e n t i f y a s "most s u c c e s s f u l 11 and " l e a s t s u c ­
c e s s f u l " m a i n s t r e a m p l a c e m e n t s , and (4) f a c t o r s which a f f e c t t h e
a t t i t u d e o f t e a c h e r s a nd t e a c h e r - c o n s u l t a n t s .
into categories.

R es p o n s es w ere gr ou ped

F r e q u e n c y and p e r c e n t a g e d i s t r i b u t i o n s w er e a n a l y z e d

t o i d e n t i f y i s s u e s r e l a t e d t o m a i n s t r e a m i n g which nee d f u r t h e r i n - d e p t h
study.
Summary o f M ajor C on cer n s and I s s u e s
T e a c h e r s and t e a c h e r - c o n s u l t a n t s i d e n t i f i e d p r o b le m s r e l a t e d
to th e im plem entation o f m ainstream ing.

T e a c h e r s w ere m o st c o n c e r n e d

a b o u t t h e ac a d e m i c and s o c i a l b e h a v i o r o f t h e h a n d i c a p p e d c h i l d i n
t h e i r classroom.
and

T e a c h e r - c o n s u l t a n t s f o c u s e d more on t h e b e h a v i o r s

^adequacies o f the te a c h e r.
When a s k e d t o i d e n t i f y t h e t y p e s o f s u p p o r t a s s i s t a n c e c u r ­

r e n t l y b e i n g p r o v i d e d , t e a c h e r s m o st f r e q u e n t l y r e p o r t e d t h a t c h i l d r e n
w ere r e c e i v i n g i n s t r u c t i o n d i r e c t l y from s p e c i a l e d u c a t i o n s u p p o r t
personnel.

Even th o u g h t e a c h e r s were n o t f e e l i n g t o t a l l y s u c c e s s f u l

w i t h t h e i r r o l e i n m a i n s t r e a m i n g , t h e y d i d n o t blame t h e s u p p o r t
a s s i s t a n c e f o r t h e i r p r o b l e m s , a s t e a c h e r - c o n s u l t a n t s had p r e d i c t e d .
However, i n c a s e s w here t h e y w er e d i s s a t i s f i e d w i t h a s s i s t a n c e , t h e
r e a s o n m o st o f t e n c i t e d was a d i s a g r e e m e n t w i t h t h e a p p r o a c h b e i n g
u s ed by s p e c i a l e d u c a t i o n s u p p o r t p e r s o n n e l .

When i d e n t i f y i n g n e e d s ,

t e a c h e r s l i m i t e d t h e i r r e q u e s t s t o t y p e s o f a s s i s t a n c e which t h e y w ere
c u rre n tly experiencing.

I t a p p e a r s e v i d e n t t h a t t e a c h e r s do wan t more

c o n t a c t w i t h t h e t e a c h e r - c o n s u l t a n t , i n t h a t t h e y most o f t e n r e q u e s t e d

Barbara J .

Sloan

a s s i s t a n c e through the t e a c h e r - c o n s u lt a n t providing s u g g e s tio n s ,
m a t e r i a l s , and c o o p e r a t i v e p l a n n i n g .

T h i s would a p p e a r t o be e v i ­

d e n c e o f a need f o r c l a s s r o o m t e a c h e r s and t e a c h e r - c o n s u l t a n t s t o
work t o g e t h e r .

T e a c h e r - c o n s u l t a n t s r e p o r t , h o w ev er , t h a t mo st o f

t h e i r t i m e i s s p e n t w i t h c h i l d r e n , and t h e y would n o t ch an ge t h i s i f
they could.
On t h e b a s i s o f t h i s s t u d y , g e n e r a l i z a t i o n s a r e n o t a b l e t o
be made r e g a r d i n g f a c t o r s a f f e c t i n g s u c c e s s f u l o r u n s u c c e s s f u l m a i n ­
stream placem ents.

D i f f e r e n c e s between c e r t a i n f a c t o r s and t h e t y p e s

o f h a n d i c a p p e d c h i l d r e n r e p o r t e d i n t h i s s t u d y may be a t t r i b u t e d t o
th e unique c h a r a c t e r i s t i c s o f th e p a r t i c u l a r c h i l d r e n a n d /o r p a r t i c u ­
l a r t e a c h e r s i n t h i s s t u d y ; t h u s g e n e r a l i z a t i o n s c a n n o t be d e v e l o p e d .
The m a j o r i t y o f t e a c h e r s and t e a c h e r - c o n s u l t a n t s r e p o r t
p o s i t i v e a t t i t u d e s to w ar d m a i n s t r e a m i n g .

T e a c h e r s , h o w e v e r , may s t i l l

be somewhat a m b i v a l e n t i n t h e i r a t t i t u d e to w a r d m a i n s t r e a m i n g .

The

major f a c t o r a f f e c t i n g t h e i r a t t i t u d e a t t h i s tim e i s t h a t m ainstream ­
ing i s b e n e f i c i a l

to th e handicapped c h i l d .

On t h e o t h e r h a n d , l a c k

o f t i m e and i n a d e q u a c y o f s u p p o r t s e r v i c e a r e n e g a t i v e f a c t o r s a l s o
i d e n t i f i e d as a f f e c t i n g t h e i r a t t i t u d e .

To my h u s b a n d , Bob, and d a u g h t e r s ,
B r e e z e and T r e s s a , w i t h o u t whom
l i f e would have l i t t l e m e an in g .

ACKNOWLEDGMENTS

The c r e d i t f o r t h e c o m p l e t i o n o f a d o c t o r a l d i s s e r t a t i o n must
b e a r t h e name o f more t h a n j u s t one p e r s o n .

This w r i t e r wishes to

e x p r e s s a p p r e c i a t i o n t o Dr. C h a r l e s Mange f o r t h e many h o u r s o f
a s s i s t a n c e g ra n te d in t h i s w r i t i n g e f f o r t .
Dr. C h a r l e s Hen ley and Dr. Edwin K e l l e r must be r e c o g n i z e d
f o r t h e i r c o n s id e r a b le c o n t r i b u ti o n in th e design o f t h i s re s e a rc h
e f f o r t as w e l l a s f o r t h e i r s u p p o r t and e n c o u r a g e m e n t f o r t h e d u r a t i o n
of the e n t i r e study.
had s p e c i a l

Cour sew ork w i t h Dr. R i c h a r d F e a t h e r s t o n e has

i m p a c t on t h i s w r i t e r t h r o u g h t h e a c q u i s i t i o n o f knowl­

edge and i n s i g h t o f a d m i n i s t r a t i o n o f h i g h e r e d u c a t i o n .
S p e c i a l m e n t i o n o f W i l l i a m T r a c e y and W i l l i a m Ro bi n so n must
be made f o r p r o v i d i n g an e n v i r o n m e n t and e n c o u r a g e m e n t t h a t t h e s t u d y
be c o n d u c t e d i n t h e ' 1'' a d m i n i s t r a t i v e u n i t .

The p r i n c i p a l s and t e a c h ­

e r s who t o o k t h e t i m e from t h e i r bus y p r o f e s s i o n a l l i v e s t o s h a r e
t h e i r t h o u g h t s and o p i n i o n s must a l s o be t h a n k e d .
G r a t i t u d e and r e s p e c t a r e e x t e n d e d t o Dr. Linda P a t r i a r c a ,
a f r i e n d and p r o f e s s i o n a l c o l l e a g u e who h as p r o v i d e d n e e d e d s u p p o r t
a l o n g t h e way.
F i n a l l y , words a r e u n a b l e t o e x p r e s s t h e h e a r t f e l t g r a t i t u d e I
wis h t o e x t e n d t o my h u s b a n d , Dr. R o b e r t C. S l o a n , who h as e n c o u r a g e d
me t o i n i t i a t e and c o m p l e t e t h e d o c t o r a l pr ogram f o r w hi ch t h i s d i s ­
s e r t a t i o n was a m a j o r p r o j e c t .
iii

TABLE OF CONTENTS

Page
LIST OF T A B L E S ...................................................................................................................

vi

Chapter
I.

INTRODUCTION

.....................................................................................................

1

S t a t e m e n t o f Pr oblem .............................................................................
6
S tatem ent o f Purpose
.............................................................................
7
9
D e f i n i t i o n o f Terms ..................................................................................
L i m i t a t i o n s .....................................................................................................
11
Overview o f t h e S t u d y .....................................................................
12
II.

REVIEW OF THE L I TE RA T U R E ................................................................

13

Introduction
................................................................................................
I d e n t i f i c a t i o n o f P ro ble m s R e l a t e d t o M a i n s t r e a m i n g . .
S pecial Education Support S e rv ic e s
...........................................
F acto rs A ffe c tin g Successful o r Unsuccessful
M a i n s t r e a m P l a c e m e n t s ........................................................................
F a c t o r s Which A f f e c t A t t i t u d e Toward M a i n s t r e a m i n g . .
S u m m a r y .......................................................................................................
26
III.

PROCEDURES AND METHODOLOGY

....................................................................

13
16
19
21
22

27

Branch I n t e r m e d i a t e School D i s t r i c t ............................................
27
S u b j e c t s ..................................................................................................
28
D es ig n and Develo pm ent o f t h e M easurem ent I n s t r u m e n t s .
29
C l a s s r o o m T e a c h e r Q u e s t i o n n a i r e ................................................
30
Teacher-C onsultant Q uestionnaire
............................................
32
P i l o t A d m i n i s t r a t i o n o f t h e M easurem ent I n s t r u m e n t s . .
34
A d m i n i s t r a t i o n o f t h e Su rv ey Q u e s t i o n n a i r e s .........................
36
A d m i n i s t r a t i o n o f t h e Cl a ss r o o m T e a c h e r
Q u e s t i o n n a i r e ......................................................................................
36
A d m in istra tio n o f the T eacher-C onsultant In te rv ie w
.
40
D i f f e r e n c e s i n A d m i n i s t r a t i o n o f T e a c h e r and
T e a c h e r - C o n s u l t a n t Q u e s t i o n n a i r e s .......................................
42
T r e a t m e n t o f t h e D a t a .....................................................................
43
Coding P r o c e d u r e s ..................................................................................
43
D ata-A nalysis Procedures
...............................................................
46

iv

Page

IV.

V.

ANALYSIS AND DISCUSSION OF R E S U L T S .................................................

47

I n t r o d u c t i o n ...............................................
I d e n t i f i c a t i o n o f P ro bl em s
..............................................................
R e s u l t s .........................................................................................................
D i s c u s s i o n o f Data R e l a t e d t o I d e n t i f i c a t i o n o f
P r o b l e m s ................................................................................................
I d e n t i f i c a t i o n o f S p ecial Education Support S e rv ic e s
.
R e s u l t s .........................................................................................................
D i s c u s s i o n o f Data R e l a t e d t o I d e n t i f i c a t i o n o f
Support S e rv ic e s
.............................................................................
I d e n t i f i c a t i o n o f C e r t a i n F a c t o r s Which C o n t r i b u t e
t o S u c c e s s f u l o r U n s u c c e s s f u l M a in s tr e a m P l a c e m e n t s .
R e s u l t s .........................................................................................................
D i s c u s s i o n o f Data R e l a t e d t o F a c t o r s Which
C o n trib u te to Successful or Unsuccessful
...................................................................
M a in s tr e a m P l a c e m e n t
I d e n t i f i c a t i o n o f F a c t o r s Which A f f e c t A t t i t u d e . . . .
R e s u l t s .........................................................................................................
D i s c u s s i o n o f Data R e l a t e d t o T e a c h e r and T e a c h e r C o n s u l t a n t A t t i t u d e Toward M a i n s t r e a m i n g
....................

47
48
48

SUMMARY AND RECOMMENDATIONS..........................................................

63
68
68
79
82
83

96
97
97
104
110

Review o f t h e S t u d y ..................................................................................
Summary o f M ajo r C o n c e r n s and I s s u e s
.......................................
Recommendations ...........................................................................................

110
Ill
113

A P P E N D I C E S .............................................................................................................................

119

A.

CLASSROOM TEACHER QUESTIONNAIRE ...........................................................

120

B.

TEACHER-CONSULTANT QUESTIONNAIRE

......................................................

127

REFERENCES............................................................................................................................

133

V

LIST OF TABLES

Table
1.

2.

3.

4.

5.

6.

7.

8.

9.

Page
Problem Types by Number R e p o r t i n g , P e r c e n t a g e o f
R e s p o n s e s , and Rank O r d e r A s s o c i a t e d With M a i n s t r e a m ­
ing H an d ic a p pe d S t u d e n t s a s C i t e d by T e a c h e r s and
..................................................................................
Teacher-C onsultants

55

Problem Types by Number and P e r c e n t a g e A s s o c i a t e d With
Providing S e r v ic e s R elated to Mainstreamed,
H and ica pp ed C h i l d r e n a s R e p o r t e d by T e a c h e r C o n s u l t a n t s ..................... ............................................................................

62

Types o f A s s i s t a n c e R e c e i v e d and A s s i s t a n c e Needed
A s s o c i a t e d With M a i n s t r e a m i n g H an di ca pp ed S t u d e n t s
a s R e p o r t e d by C la s s r o o m T e a c h e r s
.................................................

74

Reasons f o r D i s s a t i s f a c t i o n With A s s i s t a n c e by Number
and P e r c e n t a s R e p o r t e d by C l a s s r o o m T e a c h e r s
. . . . .

79

P e r c e n t a g e o f Time S p e n t i n C l a s s r o o m by Number and
P e r c e n t o f C h i l d r e n I d e n t i f i e d a s "Most S u c c e s s f u l "
and " L e a s t S u c c e s s f u l " a s R e p o r t e d by C la s s r o o m
T e a c h e r s ...............................................................................................................

83

A p p r o p r i a t e n e s s o f Time S p e n t i n R e g u l a r C l a s s r o o m by
Number and P e r c e n t o f C h i l d r e n I d e n t i f i e d a s "Most
S u c c e s s f u l " and " L e a s t S u c c e s s f u l " a s R e p o r t e d by
C la ss r o o m T e a c h e r s .......................................................................................

84

Problem Types by Number A s s o c i a t e d With "Most S u c c e s s f u l "
and " L e a s t S u c c e s s f u l " M a i n s t r e a m e d , H a n d ic a p pe d C h i l d
P l a c e m e n t s a s R e p o r t e d by T e a c h e r s ....................................................

86

A s s i s t a n c e R e c e i v e d and Needed by Number and P e r c e n t
A s s o c i a t e d With S e v e n t y "Most S u c c e s s f u l " and F i f t y Nine " L e a s t S u c c e s s f u l " P l a c e m e n t s o f M a i n s t r e a m e d ,
Ha n di ca p pe d C h i l d r e n a s R e p o r t e d by C l a s s r o o m
T e a c h e r s ...............................................................................................................

88

S a t i s f a c t i o n With A s s i s t a n c e R e c e i v e d by Number and
P e r c e n t A s s o c i a t e d With "Most S u c c e s s f u l " and " L e a s t
S u c c e s s f u l " P l a c e m e n t s o f M a i n s t r e a m e d , Ha nd ica ppe d
C h i l d r e n a s R e p o r t e d by T e a c h e r s .......................................................

89

vi

Table

10.

11 .
12.

13.

14.
15.

16.

P ag e

H a n d i c a p p i n g C o n d i t i o n s by Number and P e r c e n t
A s s o c i a t e d With "Most S u c c e s s f u l " and " L e a s t
S u c c e s s f u l " P l a c e m e n t s .............................................................................

90

Prob lem Types by Number o f R e s p o n s e s Grouped by Type
o f Ha nd ica ppe d C h i l d r e n
........................................................................

92

A s s i s t a n c e R e c e i v e d by Number o f Res po ns es Grouped by
Type o f H an di ca pp ed C h i l d r e n ...............................................................

94

A s s i s t a n c e Needed by Number o f Re s p on s es Grouped by
Type o f H an d ic a p p e d C h i l d r e n ..............................................................

95

A t t i t u d e Toward M a i n s t r e a m i n g by Number and P e r c e n t a s
R e p o r t e d by T e a c h e r s and T e a c h e r - C o n s u l t a n t s ........................

98

F a c t o r s Which A f f e c t A t t i t u d e by Number and P e r c e n t a s
R e p o r t e d by T e a c h e r s and T e a c h e r - C o n s u l t a n t s ........................

105

N e g a t i v e and P o s i t i v e F a c t o r s A f f e c t i n g A t t i t u d e by
Number a s R e p o r t e d by T e a c h e r s and T e a c h e r - C o n s u l t a n t s .

vi i

106

CHAPTER I

INTRODUCTION

The p a s s a g e o f P u b l i c Law 9 4 - 1 4 2 , E d u c a t i o n f o r All H a n d i­
cap p e d C h i l d r e n A c t , on November 2 9 , 197 5, has c a u s e d many ch a n g e s
which m u s t be c o n f r o n t e d by e d u c a t o r s .

One o f t h e most c o n t r o v e r ­

s i a l changes i s r e l a t e d to th e require m en t o f p la c in g handicapped
c h i l d r e n in " t h e l e a s t r e s t r i c t i v e e n v i r o n m e n t " t o r e c e i v e a " f r e e ,
appropriate public ed ucation."

This i s in c o n t r a s t to former a c t i v i ­

t i e s w hich e i t h e r e x c l u d e d a h a n d i c a p p e d c h i l d from s c h o o l o r p r o ­
v i d e d an e d u c a t i o n a l pr o gr am i n an i s o l a t e d s e t t i n g such as r e s i d e n t i a l
i n s t i t u t i o n s o r s e l f - c o n t a i n e d p ro g ram s away from t h e r e g u l a r e d u c a ­
t i o n a l environm ent.
The r e g u l a t i o n s f o r P u b l i c Law 94-142 s p e c i f y t h a t h a n d i ­
c a p pe d c h i l d r e n m us t be e d u c a t e d w i t h n o n h a n d i c a p p e d c h i l d r e n " t o t h e
maximum e x t e n t a p p r o p r i a t e . "
1 2 1 a . 550 Each p u b l i c a g e n c y s h a l l i n s u r e :
(1) T h a t t o t h e maximum e x t e n t a p p r o p r i a t e , h a n d i c a p p e d c h i l ­
dren in c lu d in g c h i l d r e n in p u b lic o r p r i v a t e i n s t i t u t i o n s or
o t h e r c a r e f a c i l i t i e s , a r e e d u c a t e d w i t h c h i l d r e n who a r e n o t
h a n d i c a p p e d , and
(2) T h a t s p e c i a l c l a s s e s , s e p a r a t e s c h o o l i n g o r o t h e r removal
o f h a n d i c a p p e d c h i l d r e n from t h e r e g u l a r e d u c a t i o n a l e n v i r o n m e n t
o c c u r s o n l y when t h e n a t u r e o r s e v e r i t y o f t h e h a n d i c a p i s s uch
t h a t e d u c a tio n in r e g u l a r c l a s s e s w ith th e use o f supplem entary
a i d s and s e r v i c e s c a n n o t be a c h i e v e d s a t i s f a c t o r i l y ( F e d e r a l
R e g i s t e r , A u gu st 2 3 , 19 77 , p. 4 2 4 9 7 ) .

1

2

The r e g u l a t i o n s r e q u i r e t h a t a "c o n ti n u u m o f a l t e r n a t i v e p l a c e ­
me nts " must be a v a i l a b l e t o meet t h e n e e d s o f t h e h a n d i c a p p e d c h i l d .
1 2 1 a . 551 Continuum o f A l t e r n a t i v e P l a c e m e n t s
( a ) Each p u b l i c ag en c y s h a l l i n s u r e t h a t a c o n t i n u u m o f
a l t e r n a t i v e p l a c e m e n t s i s a v a i l a b l e t o me et t h e n e e d s o f h a n d i ­
capped c h i l d r e n f o r s p e c i a l e d u c a t i o n and r e l a t e d s e r v i c e s .
(b) The co nt in u u m r e q u i r e d u n d e r p a r a g r a p h ( a ) o f t h i s s e c ­
t i o n m u s t:
(1) I n c l u d e t h e a l t e r n a t i v e p l a c e m e n t s l i s t e d i n t h e d e f i n i ­
t i o n o f s p e c i a l e d u c a t i o n ( i n s t r u c t i o n in r e g u l a r c l a s s e s , s p e c i a l
c l a s s e s , s p e c i a l s c h o o l s , home i n s t r u c t i o n , and i n s t r u c t i o n in
h o s p i t a l s and i n s t i t u t i o n s ) , and
(2) Make p r o v i s i o n s f o r s u p p l e m e n t a r y s e r v i c e s ( s u c h a s
r e s o u r c e room o r i t i n e r a n t i n s t r u c t i o n ) t o be p r o v i d e d i n c o n ­
ju n c tio n with r e g u l a r c l a s s placement (Federal R e g i s t e r ,
August 2 3 , 1977 , p. 4 2 4 9 7 ) .
Continuum o f a l t e r n a t i v e p l a c e m e n t s h a s been i n t e r p r e t e d by
Deno (1970) t o mean p r o v i d i n g o p t i o n s f o r p l a c i n g t h e c h i l d a p p r o p ­
r i a t e l y from a m o s t - i n t e g r a t e d s e t t i n g , which would be f u l l

t i m e in

a r e g u l a r c l a s s r o o m , t o a l e a s t - i n t e g r a t e d s e t t i n g , w hic h m i g h t be
a special

residential f a c ility ,

h o s p i t a l , o r homebound i n s t r u c t i o n .

Deno s u g g e s t e d a l t e r n a t i v e s between t h e two e x t r e m e s c o u l d i n c l u d e :
1.

Regular classroom

2.

Regular classroom placement w ith t u t o r i a l

3.

Special education

4.

placem ent w ith c o n s u lt iv e s e r v i c e s o n ly .

and r e g u l a r e d u c a t i o n c l a s s c o m b i n a t i o n .

S e l f - c o n t a i n e d s p e c i a l c l a s s housed i n r e g u l a r s c h o o l
b uild in g with l i t t l e

5.

service.

o r no r e g u l a r c l a s s p l a c e m e n t .

S p e c i a l day sc h o o l h o u s ed i n a s e p a r a t e b u i l d i n g .

In a d d i t i o n , a d e t e r m i n a t i o n o f p l a c e m e n t w i t h i n t h e co n t in u u m
o f a l t e r n a t i v e s s h o u l d be made by s e l e c t i n g " t h e l e a s t r e s t r i c t i v e
environment . . .
handicapped."

i n t h e s c h o o l w hic h he o r s h e would a t t e n d i f n o t

T h i s i s o u t l i n e d more s p e c i f i c a l l y i n t h e f o l l o w i n g

s e c t i o n o f t h e r e g u l a t i o n s f o r P u b l i c Law 9 4 - 1 4 2 .

3

1 2 1 a . 552 Each p u b l i c agen cy s h a l l i n s u r e t h a t :
( a ) Each h a n d i c a p p e d c h i l d ' s e d u c a t i o n a l p l a c e m e n t :
(1 ) I s d e t e r m i n e d a t l e a s t a n n u a l l y ,
( 2 ) I s b a s e d on h i s o r h e r i n d i v i d u a l i z e d e d u c a t i o n prog ram
and
( 3 ) I s a s c l o s e a s p o s s i b l e t o t h e c h i l d ' s home;
( b ) The v a r i o u s a l t e r n a t i v e p l a c e m e n t s i n c l u d e d a r e a v a i l ­
a b l e t o t h e e x t e n t n e c e s s a r y t o im pl em en t t h e i n d i v i d u a l i z e d
e d u c a t i o n p ro g ra m f o r e a c h h a n d i c a p p e d c h i l d .
(c) U nless a handicapped c h i l d ' s i n d i v i d u a l i z e d education
pr ogr am r e q u i r e s some o t h e r a r r a n g e m e n t , t h e c h i l d i s e d u c a t e d
i n t h e s c h o o l w hic h he o r s h e would a t t e n d i f n o t h a n d i c a p p e d ;
and
(d ) In s e l e c t i n g t h e l e a s t r e s t r i c t i v e e n v i r o n m e n t , c o n s i d ­
e r a t i o n i s g i v e n t o any p o t e n t i a l h ar m f u l e f f e c t on t h e c h i l d o r
on t h e q u a l i t y o f s e r v i c e s which he o r s h e n e e d s ( F e d e r a l R e g i s t e r ,
A u g u s t 2 3 , 197 7 , p. 4 2 4 9 7 ) .
In M i c h i g a n , t h e c o n c e p t o f " l e a s t r e s t r i c t i v e e n v i r o n m e n t "
has been r e f l e c t e d i n t h e r e g u l a t i o n s f o r P u b l i c A ct 198 o f 1971.
The l a s t s e n t e n c e o f Rule 3 3 ( a ) s t a t e s :
shall

be a s s i g n e d t o e d u c a t i o n a l

"Each h a n d i c a p p e d p e r s o n

pro gr ams and s e r v i c e s which a r e

housed i n b u i l d i n g s w hich a l l o w t h a t h a n d i c a p p e d p e r s o n t o p a r t i c i ­
p a t e f u l l y i n r e g u l a r and s p e c i a l e d u c a t i o n s e r v i c e s "

(Michigan

S p e c i a l E d u c a t i o n Code, 1 9 7 6 ) .
Rule 1 3 2, w hic h p r o v i d e s d i r e c t i o n f o r d e v e l o p m e n t o f an
in te r m e d ia te school d i s t r i c t plan f o r th e d e l i v e r y o f s p e c ia l educa­
t i o n p r og r am s and s e r v i c e s , s t a t e s , u n d e r S e c t i o n 2 . 5 , School-Community
I n t e g r a t i o n o f t h e H a n d i c a p p e d , " D e s c r i b e t h e p r o c e d u r e s t o be u s e d t o
a s s u r e t h e i n t e g r a t i o n o f e a c h h a n d i c a p p e d p e r s o n i n t o h i s s c h o o l com­
munity"

(M ic h i g a n S p e c i a l E d u c a t i o n Code, 1 9 7 6 ) .
While M i c h i g a n ' s r e g u l a t i o n s i n c o r p o r a t e d t h e c o n c e p t o f

" l e a s t r e s t r i c t i v e e n v i r o n m e n t , " t h e p r o v i s i o n s f o r t h i s c o n c e p t w ere
n o t as s p e c i f i c as th e f e d e r a l r e g u l a t i o n s .

M ic h i g a n had e a r l i e r

i d e n t i f i e d th e a p p r o p r ia te n e s s o f s p e c ia l ed u ca tio n classrooms being

4

l o c a t e d in p u b l i c school f a c i l i t i e s .

However, t h e f e d e r a l m a n d a t e ,

because o f a d d i t i o n a l s p e c i f i c i t y , has caused e d u c a to r s in t h i s s t a t e
t o make programming and p l a c e m e n t c h a n g e s .

The many ch an g e s a s s o ­

c i a t e d w i t h t h i s c o n c e p t a r e o f c o n c e r n t o M ic h i g an e d u c a t o r s a s w e ll
as educators throughout th e n a tio n .
T h i s new f o c u s o f e d u c a t i n g t h e h a n d i c a p p e d c h i l d w i t h h i s / h e r
n o n h a n d i c a p p e d p e e r s h as g i v e n r i s e t o a new t e r m o r c o n c e p t i n e d u ­
catio n c a lle d "m ainstream ing."

Many i n t e r p r e t a t i o n s and d e f i n i t i o n s

have been employed by v a r i o u s p r o f e s s i o n a l s .

Kenneth K a v a l l e (1979)

p r o v i d e d an e x c e l l e n t r e v i e w o f t h e s e d e f i n i t i o n s .

He s u g g e s t e d

t h a t t h e r e a r e two p r i m a r y c l a s s i f i c a t i o n s u n d e r which t h e d e f i n i ­
ti o n s of mainstream ing f a l l .
t o mean t h a t a l l
classroom.

Some p e r s o n s i n t e r p r e t m a i n s t r e a m i n g

h a n d i c a p p e d c h i l d r e n must be p l a c e d i n t h e r e g u l a r

The f o c u s o r p u r p o s e o f m a i n s t r e a m i n g , u n d e r t h i s i n t e r ­

p r e t a t i o n , w o u ld , t h r o u g h p l a c e m e n t o f a l l

handicapped s tu d e n t s w ith in

t h e r e g u l a r s c h o o l and r e g u l a r c l a s s s e t t i n g , be t o d e l a b e l o r d e s e g ­
r e g a te th e handicapped c h i l d .

T h i s i n t e r p r e t a t i o n would s u g g e s t

t h a t p l a c e m e n t bac k i n t h e r e g u l a r c l a s s r o o m would be t h e go a l w i t h ­
o u t t h e u t i l i z a t i o n o f a " c o n ti n u u m o f a l t e r n a t i v e p l a c e m e n t s , " f o r
the decision-m aking p rocess.
The s e c o n d g r o u p o f d e f i n i t i o n s w hich K a v a l l e i d e n t i f i e d n o t
o n l y i n c l u d e s a r a n g e o f a l t e r n a t i v e p l a c e m e n t s b u t a l s o f o c u s e s on
g e n e r a l e d u c a t i o n and s p e c i a l e d u c a t i o n w o r k in g t o g e t h e r t o p r o v i d e
c a r e f u l l y p l a n n e d and c a r e f u l l y im p le m en te d i n d i v i d u a l i z e d e d u c a t i o n a l
programming f o r t h e h a n d i c a p p e d c h i l d .

D e f i n i t i o n s u n d e r t h e s ec on d

c l a s s i f i c a t i o n s u g g e s t t h a t t h e b ur d en f o r a d a p t a t i o n has s h i f t e d

5

from t h e c h i l d t o t h e s y s t e m .

K a v a l l e has summarized t h e p r o b le m s

e n c o u n t e r e d i n d e f i n i n i n g , i n t e r p r e t i n g , and i m p l e m e n t i n g m a i n s t r e a m ­
i n g by s u g g e s t i n g t h a t
M a i n s t r e a m i n g r e p r e s e n t s an i d e a r a t h e r t h a n a p r e c i s e l y
delineated e n tity .
I t r e p r e s e n t s a c o n c e p t w hich i s and w i l l
b r i n g p e r v a s i v e ch an g e s t o s p e c i a l e d u c a t i o n .
M ainstreaming
a p p e a r s t o be a m a j o r i n t e r i m s t e p to w a r d s a new r o l e and
d e f in itio n fo r special education.
M e i s g i e r (1976) i n h i s "Review o f C r i t i c a l

Is su e s Underlying

M a i n s t r e a m i n g " a g r e e d t h a t t h e r e m us t be ch a n g e s i n p h i l o s o p h y and
management o f t h e h a n d i c a p p e d c h i l d which i n t u r n n o t o n l y c a u s e s
cha ng e i n s p e c i a l e d u c a t i o n d e l i v e r y s y s t e m s , b u t a l s o i n t h e r e g u l a r
e d u c a tio n system.

He s u g g e s t e d t h a t i n s t e a d o f re m ov in g t h e c h i l d ,

t h e s y s t e m mu st a d a p t i t s pr og ra m s t o meet t h e n e e d s o f t h e c h i l d as
w e l l a s d e v e l o p a management s y s t e m which w i l l a l l o w s p e c i a l e d u c a ­
t i o n s u p p o r t s y s t e m s and t h e r e g u l a r e d u c a t i o n a l e n v i r o n m e n t t o
i n t e r a c t to e s t a b l i s h su c c e ssfu l mainstream ing f o r th e handicapped
child.
I f we e q u a t e m a i n s t r e a m i n g w i t h " l e a s t r e s t r i c t i v e e n v i r o n ­
ment" a s i d e n t i f i e d i n t h e la w , t h e c o n c e p t m u s t i n c l u d e r e c o g n i ­
t i o n t h a t t h e "c o n ti n u u m o f a l t e r n a t i v e p l a c e m e n t s " m u s t be a v a i l a b l e
f o r d e c i s i o n making i n t h e p l a c e m e n t o f e a c h h a n d i c a p p e d c h i l d .
T y p i c a l l y , h o w e v e r, t h e c o n c e p t o f m a i n s t r e a m i n g i s u s u a l l y l i m i t e d
t o t h o s e a l t e r n a t i v e p l a c e m e n t s on t h e co n t in u u m w h ic h i n c l u d e some
p o r t i o n o f t h e c h i l d ' s day b e i n g a s s i g n e d t o t h e r e g u l a r c l a s s r o o m .

6

S t a t e m e n t o f Prob lem
With t h e p a s s a g e o f P u b l i c Law 9 4 - 1 4 2 , t h e r e q u i r e m e n t f o r
i m p l e m e n t a t i o n o f " m a i n s t r e a m i n g " h a n d i c a p p e d c h i l d r e n h a s come
about almost im m ediately.

L i t t l e t i m e h a s been s p e n t s t u d y i n g t h e

is s u e s surrounding mainstream ing o r in prep arin g e i t h e r s p e c ia l
ed ucators or classroom te a c h e rs f o r th e n ecessary ro le changes.

Many

h a n d i c a p p e d c h i l d r e n a r e b e i n g p l a c e d i n t h e r e g u l a r e d u c a t i o n program
f o r a t l e a s t a p o r t i o n o f t h e i r school day, in c o n t r a s t to th e former
p r e d o m i n a n t p l a c e m e n t i n a s e l f - c o n t a i n e d s p e c i a l e d u c a t i o n p r og ra m .
C la ss r o o m t e a c h e r s a r e e x p e c t e d t o d e a l w i t h t h e s e c h i l d r e n who, many
t i m e s , o f f e r a much w i d e r r a n g e o f s o c i a l a n d / o r c o g n i t i v e a b i l i t i e s
tha n th e r e g u l a r e d u c a tio n te a c h e r has e x p e rie n c e d in t h e p a s t .
S p e c i a l e d u c a t i o n p e r s o n n e l and c l a s s r o o m t e a c h e r s m u s t work t o g e t h e r
t o c r e a t e a p p r o p r i a t e a d a p t a t i o n s i n p r og r am s t o accommodate t h e
h a n d i c a p p e d c h i l d r a t h e r t h a n r e q u i r i n g t h e c h i l d t o " a d a p t t o an
i n f l e x i b l e s c h o o l pr o gr am d e s i g n e d f o r a h y p o t h e t i c a l
c h i l d " 1 (M eisg ier, 1976).

'average

S pecial e d u c a tio n te a c h e rs a r e expected

to p ro v id e c o n s u l t a n t s u p p o r t t o c la ssro o m t e a c h e r s in a d d i t i o n t o o r
i n s t e a d o f w or kin g w i t h h a n d i c a p p e d c h i l d r e n .
A t t i t u d e p l a y s an i m p o r t a n t r o l e i n t h e s u c c e s s f u l
t a t i o n o f any c h a n g e .

im plemen­

More i n f o r m a t i o n i s n e c e s s a r y r e g a r d i n g f a c t o r s

w hic h i n f l u e n c e a t t i t u d e s t o w a r d m a i n s t r e a m i n g (Corman & G o t t l i e b ,
1978).

I n f o r m a t i o n i s a l s o n e e d e d r e g a r d i n g p ro b le m s a s s o c i a t e d w i t h

m a i n s t r e a m i n g a s w e l l a s s e r v i c e s a v a i l a b l e a n d / o r n e ed e d r e l a t e d t o
mainstream ing.

Once we hav e more i n f o r m a t i o n r e l a t e d t o t h e i m p l e ­

m e n t a t i o n o f m a i n s t r e a m i n g , we s h o u l d be b e t t e r a b l e t o p r e p a r e

7

s p e c i a l e d u c a t o r s and c l a s s r o o m t e a c h e r s t o meet t h e p ro b le m s a s s o ­
c i a te d with mainstream ing.

In a d d i t i o n , i d e n t i f i c a t i o n o f f a c t o r s

which a p p e a r t o i n t e r f e r e w i t h o r c o n t r i b u t e t o s u c c e s s f u l m a in s t r e a m i n g and a f f e c t t e a c h e r a t t i t u d e s h o u l d a s s i s t us in p r o v i d i n g
a b e t t e r e d u c a tio n a l environment f o r handicapped c h i l d r e n .

S tatem en t o f Purpose
The m a j o r p u r p o s e o f t h i s s t u d y was t o g a t h e r i n f o r m a t i o n
regardin g th e im plem entation o f m ainstream ing.

The s t u d y f o c u s e d on

fo u r major a r e a s o f concern:
1.

I d e n t i f i c a t i o n o f p r o b l e m s which a r i s e f o r t e a c h e r s and

t e a c h e r c o n s u l t a n t s when a h a n d i c a p p e d c h i l d ' s e d u c a t i o n a l program
c o n t a i n s p l a c e m e n t i n a r e g u l a r c l a s s r o o m f o r any p o r t i o n o f t h e
s c h o o l day.
2.

I d e n tif ic a tio n of special education support s e rv ic e s ,

a c t u a l and n e e d e d , i n t e n d e d t o a s s i s t i n a l l e v i a t i n g t h e p r o b l e m s .
3.

I d e n t i f i c a t i o n o f c e r t a i n f a c t o r s w hic h c o n t r i b u t e t o

s u c c e s s f u l o r u n su c c e ssfu l m ainstream placem ents.
4.

I d e n t i f i c a t i o n o f f a c t o r s w hich a f f e c t a t t i t u d e o f

t e a c h e r s and t e a c h e r c o n s u l t a n t s to w a r d m a i n s t r e a m i n g .
F or e a c h o f t h e f o u r m a j o r a r e a s o f c o n c e r n i d e n t i f i e d a b o v e ,
s p e c i f i c q u e s t i o n s were exam ined i n t h i s s t u d y .
1.

I d e n t i f i c a t i o n o f Pro blem s

A. What a r e t h e p r o b le m s c l a s s r o o m t e a c h e r s a s s o c i a t e w i t h
placement o f a handicapped c h i l d in t h e i r classroom ?
B. What a r e t h e p r o b le m s t e a c h e r c o n s u l t a n t s p e r c e i v e t o be
o f c o n c e r n t o c l a s s r o o m t e a c h e r s who have a h a n d i c a p p e d c h i l d i n
t h e i r classroom?

8

C. Are t h e r e d i f f e r e n c e s between t h e f r e q u e n c y w i t h which
c e r t a i n t y p e s o f p r o b l e m s , i . e . , a ca d em ic l e a r n i n g , b e h a v i o r , e t c . ,
a r e i d e n t i f i e d by c l a s s r o o m t e a c h e r s and t e a c h e r c o n s u l t a n t s ?
D. What a r e t h e p r o b l e m s t h a t t e a c h e r c o n s u l t a n t s a s s o c i a t e
w ith p ro v id in g s e r v i c e s t o handicapped c h i l d r e n in mainstreamed e n v i ­
ronments?
2.

I d e n t i f i c a t i o n o f S p ecial Education Support S e rv ic e s

A. What s u p p o r t i v e s e r v i c e s d e s i g n e d t o a s s i s t i n s o l v i n g
p r o b l e m s do c l a s s r o o m t e a c h e r s r e p o r t as b e i n g p r o v i d e d ?
B.
services?

To w ha t e x t e n t a r e c l a s s r o o m t e a c h e r s s a t i s f i e d

w ith the

C. What a r e t h e r e a s o n s t e a c h e r s i d e n t i f y , w hich c a u s e d i s ­
s a t i s f a c t i o n w ith su p p o rtiv e s e rv ic e s ?
D. What s u p p o r t i v e s e r v i c e s do t e a c h e r c o n s u l t a n t s r e p o r t
t h e y p r o v i d e t o a s s i s t i n s o l v i n g p ro b le m s ?
3.

I d e n t i f i c a t i o n o f C e r t a i n F a c t o r s Which C o n t r i b u t e t o S u c c e s s ­
fu l o r U nsuccessful Mainstream Placements

A.
Are d i f f e r e n c e s i n t h e p e r c e n t o f t i m e s p e n t by t h e h a n ­
dicapped s tu d e n t in th e r e g u l a r classroom a s s o c ia t e d w ith th e p e r ­
c e i v e d j u d g m e n t s o f s u c c e s s o f s u ch p l a c e m e n t ?
B. Are d i f f e r e n c e s i n c e r t a i n t y p e s o f p r o b l e m s , i . e . ,
a ca d e m i c l e a r n i n g , b e h a v i o r , e t c . , in t h e r e g u l a r c l a s s r o o m a s s o c i a t e d
w ith th e p e rc e iv e d judgments o f su c c e ss o f placement?
C. Are d i f f e r e n c e s i n c e r t a i n t y p e s o f s u p p o r t i v e s e r v i c e s ,
c u r r e n t l y being p ro v id ed f o r m ainstream ed, handicapped c h i l d r e n in
t h e r e g u l a r c l a s s r o o m a s s o c i a t e d w i t h t h e p e r c e i v e d ju d g m e n t s o f s u c ­
c e s s o f placement?
D. Are d i f f e r e n c e s i n c e r t a i n t y p e s o f s u p p o r t i v e s e r v i c e s ,
i d e n t i f i e d a s n e e d e d f o r m a i n s t r e a m e d , h a n d i c a p p e d c h i l d r e n in t h e
r e g u l a r c l a s s r o o m a s s o c i a t e d w i t h t h e p e r c e i v e d ju d g m e n t s o f s u c c e s s
o f placement?
E. Are d i f f e r e n c e s in c e r t a i n t y p e s o f h a n d i c a p s a s s o c i a t e d
w ith th e p e rc e iv e d judgments o f s u c c e s s of placement?
F. Are d i f f e r e n c e s i n c e r t a i n t y p e s o f p r o b l e m s , s u p p o r t i v e
s e r v i c e s , c u r r e n t l y b e i n g p r o v i d e d , and s u p p o r t i v e s e r v i c e s , i d e n t i ­
f i e d a s need ed f o r m a i n s t r e a m e d , h a n d i c a p p e d c h i l d r e n i n t h e r e g u l a r
classroom a s s o c ia te d w ith c e r t a i n types o f handicaps?

9

4.

I d e n t i f i c a t i o n o f F a c t o r s Which A f f e c t A t t i t u d e

A. To w h a t d e g r e e do t e a c h e r s and t e a c h e r c o n s u l t a n t s who
have e x p e r i e n c e d m a i n s t r e a m i n g s u p p o r t t h i s c o n c e p t ?
B. Are t h e r e d i f f e r e n c e s betwe en a t t i t u d e s o f c l a s s r o o m
t e a c h e r s to w a r d m a i n s t r e a m i n g and a t t i t u d e s o f t e a c h e r c o n s u l t a n t s
to w a r d m a i n s t r e a m i n g ?
C. What a r e t h e f a c t o r s , e x p r e s s e d by t e a c h e r s and t e a c h e r
c o n s u l t a n t s , w hic h a f f e c t t h e i r a t t i t u d e to w a r d m a i n s t r e a m i n g ?

D e f i n i t i o n o f Terms
Mainstreamed, handicapped c h i l d —This term i s used to d e s c r ib e
a c h i l d who h a s (1) been d e t e r m i n e d e l i g i b l e f o r s p e c i a l e d u c a ­
t i o n s e r v i c e s t h r o u g h an o f f i c i a l e d u c a t i o n a l p l a n n i n g and p l a c e m e n t
committee m e e tin g ,

( 2 ) been p l a c e d f o r a l l

o r a ny p a r t o f t h e s c h o o l

da y i n a r e g u l a r c l a s s r o o m , and (3) had s p e c i a l e d u c a t i o n s u p p o r t i v e
s e r v ic e s a v a i la b l e to him /her.
Most s u c c e s s f u l p l a c e m e n t - - P l a c e m e n t o f a h a n d i c a p p e d c h i l d
i n a r e g u l a r c l a s s r o o m which t e a c h e r s i d e n t i f i e d a c c o r d i n g t o t h e
follow ing d e s c r ip t iv e c r i t e r i a :

" P ro b l e m s w ere s o l v e d , s e r v i c e s

may o r may n o t have been p r o v i d e d , t h e c h i l d ' s a d j u s t m e n t i n t h e room
was s a t i s f a c t o r y .

You f e l t s a t i s f i e d w i t h t h e p l a c e m e n t . "

L east s u c c e s s f u l placem ent— Placement o f a handicapped c h i ld
in a r e g u l a r c l a s s r o o m which t e a c h e r s i d e n t i f i e d a c c o r d i n g t o t h e
follow ing d e s c r ip tiv e c r i t e r i a :

" P ro b l e m s w ere more d i f f i c u l t t o

s o l v e , s e r v i c e s may o r may n o t hav e bee n a v a i l a b l e , t h e c h i l d ' s
a d j u s t m e n t i n t h e room was n o t a s s a t i s f a c t o r y a s you w i s h e d .
did not fe e l s a t i s f i e d w ith the placem ent."

You

10

S p e c i a l e d u c a t i o n s u p p o r t i v e s e r v i c e s —T h i s t e r m i s u s e d t o
d e s c r i b e a s s i s t a n c e r e c e i v e d from s p e c i a l e d u c a t i o n p e r s o n n e l .

The

a s s i s t a n c e o r s u p p o r t i v e s e r v i c e m i g h t be d i r e c t work w i t h t h e c h i l d
o r i n d i r e c t h e l p t o t h e c h i l d t h r o u g h c o n s u l t a t i o n w i t h a d u l t s such
as t h e c l a s s r o o m t e a c h e r , p a r e n t s , e t c .
T e a c h e r - c o n s u l t a n t — The S t a t e o f M ich ig an makes t h e f o l l o w i n g
req u ire m en ts f o r a person t o r e c e iv e f u l l approval as a t e a c h e r consultant:
a.

F u l l a p p r o v a l a s a t e a c h e r i n one o r more a r e a s o f s p e c i a l

education;
b.

A minimum o f t h r e e y e a r s o f s a t i s f a c t o r y t e a c h i n g e x p e r i ­

e n c e , i n c l u d i n g one y e a r o f e x p e r i e n c e t e a c h i n g h a n d i c a p p e d p u p i l s
( M ic h ig an S p e c i a l E d u c a t i o n Code a s Amended, 1 9 7 7 ) .
Nin e o f t h e t w e l v e s p e c i a l e d u c a t i o n p e r s o n s who p a r t i c i p a t e d
i n t h i s s t u d y met t h e s e r e q u i r e m e n t s .
o f e x p e r i e n c e and f u l l
cation.

Two p e r s o n s had o n l y one y e a r

a p p r o v a l i n a t l e a s t one a r e a o f s p e c i a l e d u ­

One p e r s o n had s e v e r a l y e a r s o f t e a c h i n g e x p e r i e n c e i n

g e n e r a l e d u c a t i o n b u t was p r o v i d i n g s p e c i a l e d u c a t i o n s e r v i c e s u n d e r
a tem porary approval program.
A ll t w e l v e o f t h e s e p e r s o n s w ere e x p e c t e d t o p e r f o r m t h e same
j o b r e q u i r e m e n t s r e l a t e d t o m a i n s t r e a m e d , h a n d i c a p p e d c h i l d r e n in t h e
s c h o o l s w her e t h e s t u d y t o o k p l a c e ; t h u s t h e r e s p o n s e s o f a l l t w e l v e
are included in the r e s u l t s o f t h i s study.

11

Limitations
T h i s s t u d y h as c e r t a i n l i m i t a t i o n s .
1.

The s t u d y i s l i m i t e d t o t e a c h e r s '

p e r c e p t i o n s o f "most

s u c c e s s f u l " and " l e a s t s u c c e s s f u l " p l a c e m e n t s .

No a t t e m p t was made

t o o b j e c t i f y t h e p e r c e p t i o n s o r t o v a l i d a t e them by o t h e r c r i t e r i a .
2.

The s t u d y i s l i m i t e d t o a s m a l l r u r a l a r e a e n c o m p a s s i n g

one i n t e r m e d i a t e s c h o o l d i s t r i c t o f 7,431 c h i l d r e n i n s o u t h - c e n t r a l
Michigan.
3.

Beca use o f t h e s i z e o f t h e d i s t r i c t i n which t h e s t u d y

was d o n e , o n l y s e v e n t y - f i v e t e a c h e r s and t w e l v e t e a c h e r - c o n s u l t a n t s
were a v a i l a b l e t o p a r t i c i p a t e i n t h e s u r v e y .

However, 96 p e r c e n t o f

t h e t e a c h e r s and 100 p e r c e n t o f t h e t e a c h e r - c o n s u l t a n t s c o n t a c t e d ,
responded to th e survey.
4.

The s t u d y i s l i m i t e d t o e l e m e n t a r y t e a c h e r s and does n o t

i n c l u d e t e a c h e r s s e r v i n g g r a d e s sev en and a b o v e .
5.

C la s s r o o m t e a c h e r r e s p o n s e s a r e b a s e d on c e r t a i n c h i l d r e n

whom t h e y w ere a s k e d t o i d e n t i f y .

T e a c h e r - c o n s u l t a n t r e s p o n s e s were

b a s e d on e x p e r i e n c e s w i t h t h e i r t o t a l c a s e l o a d o f c h i l d r e n r a t h e r
t h a n on t h e s p e c i f i c c h i l d r e n t h e c l a s s r o o m t e a c h e r s had i d e n t i f i e d .
6.

The numbers o f t e a c h e r s r e p o r t e d i n t h e s t u d y ( s e v e n t y -

on e) i s v e r y d i f f e r e n t t h a n t h e number o f t e a c h e r - c o n s u l t a n t s

(tw elve);

t h u s c o m p a r i s o n s can o n l y be made w i t h a g r e a t d e a l o f c a u t i o n .
7.

The u s e o f o p e n - e n d e d , u n s t r u c t u r e d r e s p o n s e s i n t h i s

s t u d y c a u s e s two m a j o r l i m i t a t i o n s .
restricted

The r e s p o n s e s a r e p r o b a b l y

i n number b e c a u s e t h e y were s e l f - g e n e r a t e d .

Given a l o n g

12

l i s t o f v a r i a b l e s from which t o c h o o s e , o t h e r i n f o r m a t i o n may have
bee n g a i n e d .
A d d itio n a lly , i t is d i f f i c u l t to categ o rize or in te r p r e t
open-ended re s p o n s e s .

B ec a us e r e s p o n s e s may be i n t e r p r e t e d d i f f e r e n t l y

by p e r s o n s , d e p e n d i n g upon t h e i r e x p e r i e n c e s and e d u c a t i o n , mutual
e x c l u s i v e n e s s was p r o b a b l y n o t f u l l y a c h i e v e d .

A detailed descrip­

t i o n i s p r o v i d e d i n C h a p t e r I I I o f p r o c e d u r e s u s ed i n t h e c a t e g o r i z ­
i n g and c o d i n g s y s t e m t o r e d u c e t h e s e l i m i t a t i o n s .

However, t h e

r e a d e r s h o u l d be aw a re t h a t t h e s e l i m i t a t i o n s do e x i s t .
Overview o f t h e S tu d y
C hapter II o f t h i s study p ro v id e s a review o f l i t e r a t u r e
r e l a t e d to th e a re a s o f concern o f t h i s stu d y .

Chapter I I I d e scrib e s

t h e p r o c e d u r e s and m e t h o d o lo g y u s ed i n t h i s s t u d y and i n c l u d e s a
d e s c r i p t i o n o f Branch I n t e r m e d i a t e School D i s t r i c t , where t h e s t u d y
was c o n d u c t e d , d e s c r i p t i o n o f t h e p o p u l a t i o n , t h e d e s i g n and d e v e l o p ­
ment o f t h e m e as u r e m en t i n s t r u m e n t s , t h e p i l o t a d m i n i s t r a t i o n o f t h e
m e as u re m en t i n s t r u m e n t s , t h e p r o c e d u r e s u s ed i n o b t a i n i n g t h e d a t a ,
and t h e method u s e d t o a n a l y z e t h e d a t a .

C h a p t e r IV d e s c r i b e s t h e

r e s u l t s o f t h e a n a l y s i s o f t h e d a t a and a d i s c u s s i o n o f t h e s e
r e s u l t s i n r e l a t i o n t o t h e q u e s t i o n s examined f o r t h i s s t u d y .

A sum­

mary and r e c o m m e n d a t io n s a s a r e s u l t o f t h i s s t u d y a r e i n c l u d e d i n
C h a p t e r V.

CHAPTER I I

REVIEW OF THE LITERATURE

This c h a p t e r in c lu d e s a review o f r e c e n t l i t e r a t u r e p e r t a i n ­
in g t o m a i n s t r e a m i n g .

The i n t r o d u c t i o n d i s c u s s e s t h e r e a s o n s why

P u b l i c Law 94-142 e m p h a s i z e s e d u c a t i n g t h e h a n d i c a p p e d c h i l d i n t h e
"least re stric tiv e altern ativ e."

T h i s ch a n g e i n p h i l o s o p h y , a s d i s ­

c u s s e d i n C h a p t e r I , has g i v e n r i s e t o t h e c o n c e p t o f m a i n s t r e a m i n g .
The r e m a i n d e r o f t h e c h a p t e r f o c u s e s on t h e r e c e n t r e s e a r c h r e l a t e d
■v-

to th e f o u r major a r e a s o f concern o f t h i s stu d y .
Introduction
Reyn old s and B i r c h (1977) i d e n t i f y two m a j o r s o c i a l

forces or

t r e n d s o f t h e 1970s w hich h e l p e d t o c a u s e t h e ch a n g e s e d u c a t o r s a r e
c u r r e n t l y d e a lin g w ith in p ro v id in g s e r v i c e s to handicapped c h i l d r e n .
They c i t e a g g r e s s i v e p a r e n t g r o u p s who w ere c o n c e r n e d t h a t t h e i r c h i l ­
d r e n w er e b e i n g e x c l u d e d from s c h o o l o r i m p r o p e r l y p l a c e d f o r r e c e i v ­
in g s p e c i a l e d u c a t i o n s e r v i c e s .
M i n o r i t y g r o u p s were a l s o c o n c e r n e d b e c a u s e c h i l d r e n from
t h e s e g r o u p s a p p e a r e d t o be i m p r o p e r l y p l a c e d i n s p e c i a l e d u c a t i o n
programs.

Kavale ( 19 79 ) c i t e s s e v e r a l s t u d i e s which i d e n t i f i e d t h e

h i g h p e r c e n t a g e o f m i n o r i t y c h i l d r e n e n r o l l e d i n s p e c i a l c l a s s e s com­
p a r e d t o t h e p e r c e n t a g e o f c h i l d r e n o f t h e same m i n o r i t y g r o u p ( s )
e n r o l l e d in t h e g e n era l school programs.
13

The c o n c e r n o f b o th p a r e n t s and m i n o r i t y g r o u p s w i t h i n a p p r o p ­
r i a t e p l a c e m e n t was i n t e n s i f i e d a s s t u d i e s e v o l v e d d e m o n s t r a t i n g t h e
n e g a t i v e a f f e c t s o f l a b e l i n g and s e g r e g a t i o n .
(1968) i s p e r h a p s t h e m os t w e ll
to th is issue.

R o s e n t h a l and J a c o b s o n

known and w i d e l y q u o t e d s t u d y r e l a t e d

This stu d y i d e n t i f i e d th e im portance o f t e a c h e r a t t i ­

t u d e to w ar d c h i l d r e n and t h e n e g a t i v e e f f e c t s o f low e x p e c t a t i o n s f o r
c e rta in classes of students.

Jones

(1 972) d i d a t h o r o u g h r e v i e w o f

t h e l i t e r a t u r e r e l a t e d t o " L a b e l s and Sti gm a i n S p e c i a l

Education."

The r e s u l t s o f t h i s r e v i e w s u g g e s t e d t h a t l a b e l s do have n e g a t i v e
c o n n o t a t i o n s which i n c l u d e s t i g m a s a t t a c h e d t o c e r t a i n l a b e l s a s w e l l
a s lo w er ed t e a c h e r e x p e c t a t i o n s r e g a r d i n g th e m , i n c l u d i n g t h o s e l a b e l s
a s s o c ia te d with d i f f e r e n t types o f handicap s.

A d d itio n a lly , the

p r o b a b i l i t y o f a d v e r s e l a b e l i n g and n e g a t i v e a t t i t u d e s i n c r e a s e s when
separate id e n tifia b le

in stru c tio n al units are e stab lish ed .

P a r e n t s and p r o f e s s i o n a l s a l s o bega n t o q u e s t i o n t h e n e g a t i v e
e f f e c t s of s e g re g a tio n m a n ifest in s e l f - c o n t a i n e d a n d /o r i n s t i t u t i o n a l
pr ogr ams i n which c h i l d r e n were p l a c e d .

E f f i c a c y s t u d i e s w ere u n d e r ­

t a k e n t o d e t e r m i n e w h e t h e r ac a d e m i c i n s t r u c t i o n and s o c i a l d e v e l o p m e n t
a c t i v i t i e s were more e f f e c t i v e in s e l f - c o n t a i n e d s p e c i a l e d u c a t i o n
c l a s s e s or in th e r e g u l a r classroom .

K av al e (1979) and M e y e r s ,

MacMillan and Yoshida ( 1 9 7 9 ) , i n r e v i e w s o f e f f i c a c y s t u d i e s , p o i n t
o u t t h a t b e n e f i t s o f s p e c i a l c l a s s e s a s compared t o r e g u l a r c l a s s e s
a r e a t b e s t q u e s t i o n a b l e w i t h r e s p e c t t o a c a d e m i c a c h i e v e m e n t and
in c o n c lu s iv e w ith re g a rd to s o c ia l ad ju stm en t.
P a r e n t a l c o n c e r n o v e r l a b e l i n g and i s o l a t i o n o f t h e h a n d i c a p p e d
c h i l d from h i s / h e r normal p e e r s has a l s o l e d t o l i t i g a t i o n .

Hobsen v.

15

Hansen ( 1 9 6 7 ) , an e a r l y c a s e which d e t e r m i n e d t h a t t h e " t r a c k i n g " s y s ­
tems o f e d u c a t i o n a l

p l a c e m e n t i n W a s h i n g t o n , D . C . , w er e i l l e g a l , was

th e beginning o f formal s t e p s to reduce l a b e l i n g .

S p a n g l e r v. Board

o f E d u c a t i o n (1 970) i n C a l i f o r n i a i d e n t i f i e d t h a t " i n t e r c l a s s g r o u p i n g "
ba se d on i n t e l l i g e n c e t e s t s was u n f a i r .

The d e c i s i o n s i n b o t h c a s e s

were an a t t e m p t t o s t o p t h e n e g a t i v e e f f e c t s o f t r a c k i n g and a b i l i t y
g r o u p i n g , p a r t i c u l a r l y where i m p r o p e r t e s t i n g and p l a c e m e n t p r o c e d u r e s
n e g a t e d t h e assumed d i f f e r e n c e s which l e d t o s u c h p r a c t i c e .
Two la n dm ar k c o u r t c a s e s r e l a t e d t o t h e a p p r o p r i a t e n e s s o f
individual assessment r e s u l t s fo r m inority s tu d e n ts .
S t a t e Board o f E d u c a t i o n

In Diana v.

( 1 9 7 0 ) , t e s t s were a d m i n i s t e r e d i n E n g l i s h t o

s t u d e n t s who had minimal s k i l l s i n E n g l i s h b e c a u s e E n g l i s h was t h e i r
s eco nd l a n g u a g e .

In t h e L a r r y P . v .

R ile s c a se (19 7 2 ), th e items in th e

t e s t s were more r e p r e s e n t a t i v e o f t h e c u l t u r e o f m i d d l e - c l a s s A m e r i c a n s ;
h e n c e , s t u d e n t s who have n o t been ex p o s ed t o t h i s l a n g u a g e and c u l t u r e
would n o t be e x p e c t e d t o p e r f o r m a s w e ll a s o t h e r s w i t h s u ch e x p o s u r e .
In b o t h c a s e s t h e j u d g e r u l e d t h a t t h e s t u d e n t s had been i m p r o p e r l y
c l a s s i f i e d as r e t a r d e d .
The r e g u l a t i o n s o f P u b l i c Law 94- 14 2 a t t e m p t t o r e d u c e t h e
p r o b le m s o f s e g r e g a t i o n and l a b e l i n g and t h e p r o b l e m s o f i n a p p r o p r i a t e
asse ssm e n t th ro u g h th e re q u ir e m e n ts f o r th e (1) l e a s t r e s t r i c t i v e e n v i ­
ronment,
(3)

(2) r e q u i r e m e n t s f o r e v a l u a t i o n i n t h e n a t i v e l a n g u a g e , and

requirem ent o f dem onstrated v a l i d i t y o f th e assessm ent i n s t r u ­

ments.

The t o p i c o f p a r t i c u l a r i n t e r e s t i n t h i s s t u d y r e l a t e s t o t h e

p r i n c i p l e o f l e a s t r e s t r i c t i v e environm ent.

Houck and Sherman (1979)

sum up t h e r a t i o n a l e f o r t h i s p r i n c i p l e a s f o l l o w s :

16
The u n d e r l y i n g r a t i o n a l e f o r m a i n s t r e a m i n g i s l a u d a b l e .
T h e r e i s a nee d f o r d e e m p h a s i s on i s o l a t i o n and l a b e l i n g ;
i n c r e a s e d p r o t e c t i o n o f human r i g h t s ; i n d i v i d u a l i z a t i o n i n
a l l phases o f ed u ca tio n ; increased a t te n ti o n to the develop­
ment o f t h e t o t a l c h i l d i n c l u d i n g h i s s o c i a l and e m o t i o n a l
w ell-being. . . .
Changes hav e been im p le m en te d a s a r e s u l t o f t h e c u r r e n t man­
d a te to mainstream handicapped c h i l d r e n .

Many e d u c a t o r s a r e c o n c e r n e d

a b o u t w h e t h e r o r n o t m a i n s t r e a m i n g i s b e i n g im ple m en te d i n an a p p r o p ­
r i a t e ma nn er .

More r e s e a r c h i s n e c e s s a r y t o p r o v i d e us w i t h a d e s c r i p ­

t i o n o f e f f e c t i v e programming f o r h a n d i c a p p e d c h i l d r e n w i t h n o n h a n d i ­
c a p pe d c h i l d r e n .
re la tin g to
(2 )

The r e m a i n d e r o f t h i s c h a p t e r f o c u s e s on r e s e a r c h

(1) i d e n t i f i c a t i o n o f p r o b le m s r e l a t e d t o m a i n s t r e a m i n g ,

i d e n t i f i c a t i o n o f s p e c ia l e d u c a tio n su p p o rt s e r v i c e s f o r main­

streamed s t u d e n t s ,

(3) f a c t o r s which c o n t r i b u t e t o s u c c e s s f u l o r u n s u c ­

c e s s f u l m a i n s t r e a m p l a c e m e n t s , and (4) i d e n t i f i c a t i o n o f f a c t o r s which
a f f e c t a t t i t u d e to w a r d m a i n s t r e a m i n g .
I d e n t i f i c a t i o n o f Pro blem s R e l a t e d
to M ainstreaming
When im p le m e n ti n g a new p r o c e s s s u ch a s m a i n s t r e a m i n g , one
s h o u l d a t t e m p t t o a v o i d p r o b le m s o r p i t f a l l s which would c a u s e t h e
p r o c e d u r e t o be l e s s t h a n s u c c e s s f u l .

However, one o f t h e c o n c e r n s

re g ard in g mainstream ing is t h a t l i t t l e

p l a n n i n g o r r e s e a r c h h as been

done t o a v o i d p r o b le m s a s d e m o n s t r a t e d by t h e a b s e n c e o f s t u d i e s in
the l i t e r a t u r e .

M a c M il la n , J o n e s , and Meyers (1 976) p o i n t o u t t h a t

d e s p i t e t i m e g i v e n t o t h e c o n c e p t and i m p l e m e n t a t i o n in p e r i o d i c a l s
and c o n f e r e n c e s t h e r e e x i s t many c o n f u s i o n s and u n c e r t a i n t i e s r e g a r d i n g
even an a g r e e m e n t on a d e f i n i t i o n f o r m a i n s t r e a m i n g .

17

Two s t u d i e s have been l o c a t e d which r e l a t e t o i d e n t i f i c a t i o n
o f problem s.

Zawadzki

(1973) a s k e d 118 r e g u l a r c l a s s r o o m t e a c h e r s

from a l l g r a d e l e v e l s t o i d e n t i f y wh at t h e y c o n s i d e r e d " d e t e r r e n t s t o
t e a c h in g th e e d u c a b le m e n ta lly r e t a r d e d c h i l d in r e g u l a r c l a s s e s . "
The r e s p o n s e s were c l a s s i f i e d u n d e r f i f t e e n c a t e g o r i e s .

The c a t e ­

g o r i e s a r e l i s t e d be l o w ; number 1 i n c l u d e s t h e h i g h e s t number o f
r e s p o n s e s ( 2 1 0 ) , w h i l e c a t e g o r y 15 c o n t a i n s t h e l e a s t number o f
responses (15).

The p e r c e n t a g e o f t e a c h e r s who o f f e r e d r e s p o n s e s and

t h e t o t a l number o f r e s p o n s e s a r e shown f o r e a c h c a t e g o r y .
1.

In a p p ro p ria te classroom behavior o f the educable m entally
r e t a r d e d c h i l d i n t h e r e g u l a r c l a s s r o o m (82%--210 r e s p o n s e s )

2.

C o n ce r n s a b o u t t h e c u r r i c u l u m (what i s t a u g h t )
responses)

3.

N e g a t i v e b e h a v i o r o f r e g u l a r c l a s s r o o m p u p i l s to w a r d an
e d u c a b l e m e n t a l l y r e t a r d e d c h i l d i n r e g u l a r c l a s s (58%-81 r e s p o n s e s )

4.

P ro bl em s o f o r g a n i z a i n g f o r i n s t r u c t i o n

5.

Lack o f p r e p a r a t i o n a n d / o r e x p e r i e n c e o f t h e t e a c h e r (43%—
62 r e s p o n s e s )

6.

Em ot io na l p r o b le m s o f t h e e d u c a b l e m e n t a l l y r e t a r d e d
c h i l d (37%— 58 r e s p o n s e s )

7.

N e g a t i v e a t t i t u d e s o f a d u l t s to w ar d an e d u c a b l e m e n t a l l y
r e t a r d e d c h i l d i n r e g u l a r c l a s s e s (31%— 47 r e s p o n s e s )

8.

Lack o f s u p p o r t i v e s e r v i c e s

9.

P r o b le m s o f p h y s i c a l d e f e c t s (16%— 23 r e s p o n s e s )

(57%--102

(45%--73 r e s p o n s e s )

(23%--36 r e s p o n s e s )

10.

Concerns ab o u t s a f e t y

(6%— 14 r e s p o n s e s )

11.

I n a d e q u a t e a s s e s s m e n t o f a c h i e v e m e n t (8%— 11 r e s p o n s e s )

12.

Special

13.

U n f a ir g ra d in g p o l i c y o f th e school

h e a l t h f a c t o r p r o b le m s (7%— 9 r e s p o n s e s )
(6%— 7 r e s p o n s e s )

18

14.

F am i ly p r o b l e m s o f t h e e d u c a b l e m e n t a l l y r e t a r d e d
6 responses)

15.

C o nc er ns a b o u t t e a c h e r l i a b i l i t y

A s m a l l e r number o f t e a c h e r s

(3%—

( 3%— 3 r e s p o n s e s )

(43) were a s k e d by M a r k e l l

(1976),

"What p r o b le m s hav e you e n c o u n t e r e d w i t h a m i l d l y r e t a r d e d s t u d e n t i n
your r e g u la r c la s s ? "

The f o l l o w i n g r e s p o n s e s w ere g i v e n :

1.

" L e a r n i n g d i f f i c u l t i e s , slow l e a r n e r c o u l d n ' t r e a d , p o o r
i n math" (15 r e s p o n s e s )

2.

" D i s c i p l i n e o r b e h a v i o r p r o b le m s "

3.

" D iffic u lty lo catin g appropriate m a te ria ls or in d iv id u a l­
i z i n g (8 r e s p o n s e s )

4.

"No p r o b le m s f i t t i n g
(5 r e s p o n s e s )

5.

"Took t o o much t i m e f o r i n d i v i d u a l i z a t i o n , s p e c i a l
me nts n ee de d " (4 r e s p o n s e s )

6.

" S i g h t , h e a r i n g , o r s p e e c h p ro ble m " (4 r e s p o n s e s )

7.

"Had t r o u b l e f i t t i n g i n t o r e g u l a r c l a s s r o o m s i t u a t i o n
s o c i a l l y " (3 r e s p o n s e s )

8.

" O l d e r , more m a t u r e p h y s i c a l l y "

9.

"Student not in t e r e s te d "

(12 r e s p o n s e s )

in to the r e g u la r c l a s s s o c i a l l y
assign­

(2 r e s p o n s e s )

(1 r e s p o n s e )

10.

" S p e c i a l s t u d e n t s t e s t e d t o o much" (1 r e s p o n s e )

11.

"A wide v a r i e t y "

(1 r e s p o n s e )

I f one t a k e s some l i b e r t i e s i n i n t e r p r e t i n g t h e c a t e g o r y
d e s c r i p t i o n s , both groups o f te a c h e r s appear t o s h a re concerns about
t h e fo llo w in g problems:

1.

Behavior problem s, i . e . ,

2.

Organizing f o r i n s t r u c t i o n , i . e . , i n d i v i d u a l i z a t i o n ,
s p e c i a l a s s i g n m e n t s , and so f o r t h ;

3.

C o n ce r n s a b o u t t h e c u r r i c u l u m , i n c l u d i n g s e l e c t i n g and
lo c a tin g m a te ria ls or in d iv id u a liz in g in s tr u c tio n .

in ap p ro p riate behavior;

19

I t i s i n t e r e s t i n g t o n o t e t h a t t h e h i g h e s t number o f t e a c h e r s
were c o n c e r n e d a b o u t d i f f i c u l t i e s i n l e a r n i n g and a c h i e v e m e n t in
M a rk e ll's study.

Zawadzki a s k e d f o r d e t e r r e n t s r a t h e r t h a n p r o b le m s

and d i d n o t i d e n t i f y d i f f i c u l t i e s i n l e a r n i n g a s a s e p a r a t e f a c t o r in
h is study.

However, when one s t u d i e s t h e s u b c a t e g o r i e s f o r " i n a p p r o p ­

r i a t e c l a s s r o o m b e h a v i o r , " one f i n d s t w e n t y - s i x r e s p o n s e s i n d i c a t i n g
" i n a b i l i t y t o a t t a i n b a s i c s k i l l s " and n i n e t e e n r e s p o n s e s which i d e n ­
t i f y " s l o w ac a d e m i c p r o g r e s s " a s d e t e r r e n t s t o t e a c h i n g EMI c h i l d r e n
in r e g u l a r c l a s s e s .
Special

Education Support S e rv ic e s

As we g a i n a p i c t u r e o f t h e p r o b l e m s a s s o c i a t e d w i t h m a in s t r e a m i n g , we nee d a l s o t o l o o k a t wh at s u p p o r t s e r v i c e s a r e c u r r e n t l y
a v a i l a b l e t o a n d / o r n e e d e d by c l a s s r o o m t e a c h e r s .

The American F e d e r a ­

t i o n o f T e a c h e r s and t h e N a t i o n a l E d u c a t i o n A s s o c i a t i o n have bo th
developed p o lic y r e s o l u t i o n s in su p p o rt o f mainstream ing with th e s t i p u ­
l a t i o n t h a t n e c e s s a r y s u p p o r t s e r v i c e s be a v a i l a b l e f o r m a i n s t r e a m e d ,
handicapped c h i l d r e n .

A ppropriate in s tr u c tio n a l m a te r ia ls , m odifica­

t i o n s in c l a s s s i z e , s c h e d u l i n g , and c u r r i c u l u m d e s i g n a r e t y p e s o f
s u p p o rtiv e a s s i s t a n c e i d e n t i f i e d in p o lic y sta te m e n ts o f th e s e p r o f e s ­
sional teacher o rg an iz atio n s

(AFT, 1975 C o n v e n t i o n R e s o l u t i o n s ;

R e s o l u t i o n s , New B u s i n e s s and O t h e r A c t i o n s , 1 9 7 5 ) .

Support s e r v ic e s

f o r h a n d i c a p p e d c h i l d r e n a r e a u t h o r i z e d and r e q u i r e d by law.
S t u d i e s were n o t l o c a t e d r e l a t i v e t o w h a t s u p p o r t s e r v i c e s
a r e c u r r e n t ly being provided.

T h e r e i s , ho w ev er , one s t u d y which

a t t e m p t s t o i d e n t i f y n e ed e d s u p p o r t s e r v i c e s .

Zawadzki

(1973) r e p o r t e d

20

teachers'

s u g g e s tio n s f o r s o l u t i o n s to d e t e r r e n t s in " teac h in g the

educable m e n ta ll y r e t a r d e d c h i l d in r e g u l a r c l a s s e s . "

The s o l u t i o n s

he r e p o r t e d were s p e c i f i c t o t h e d e t e r r e n t s which t h e t e a c h e r s had
id en tified .

The m os t commonly s u g g e s t e d s o l u t i o n s i n c l u d e d :

1.

Individualizing in stru c tio n ;

2.

Teacher a id e s ;

3.

P r e s e r v i c e and i n s e r v i c e e d u c a t i o n
group i n s t r u c t i o n ) ;

4.

Provision o f a p p ro p ria te m a te ria l;

5.

A dditional reso u rce personnel

6.

Proper f a c i l i t i e s f o r i n s t r u c t i o n , i . e . ,
rooms, s a f e t y d e v i c e s , e t c .

(co lleg e courses or

(special education);
s h ow e r s i n b a t h ­

While t h i s s t u d y i d e n t i f y i n g n e e d s i n c l u d e s m e n t i o n o f " a d d i ­
tional

r e s o u r c e p e r s o n n e l " and " p r o v i s i o n o f a p p r o p r i a t e m a t e r i a l , "

t h e s u p p o r t s e r v i c e s w hic h t e a c h e r s i d e n t i f y a s n e e d s a r e n o t l i m i t e d
t o s u p p o r t s e r v i c e s p r o v i d e d o n l y by s p e c i a l e d u c a t i o n p e r s o n n e l .
S p e c i a l e d u c a t i o n p e r s o n n e l p r o v i d i n g s u p p o r t s e r v i c e s have
v o i c e d many c o n c e r n s a b o u t t h e i r new r o l e i n t h e i m p l e m e n t a t i o n o f
m ainstream ing.

No f o r m a l s t u d i e s w ere l o c a t e d w hic h a t t e m p t t o i d e n ­

t i f y s p e c i f i c p r o b le m s r e l a t i v e t o s u p p o r t s e r v i c e s .

However, f i f t y -

f i v e t e a c h e r c o n s u l t a n t s i n f o r m a ll y i d e n t i f i e d problems o f concern in
p r o v i d i n g c o n s u l t a n t s u p p o r t f o r m a i n s t r e a m e d c h i l d r e n d u r i n g an i n s t i ­
t u t e c o n d u c t e d by t h e M ic h i g a n D e p a r t m e n t o f E d u c a t i o n .
p r o bl em s i d e n t i f i e d most o f t e n w ere " d e f i n i n g a r o l e , "
and "w o r k i n g w i t h g e n e r a l e d u c a t i o n s t a f f . "
fo r the special

The t h r e e
"communication,"

With t h e ch an ge i n f o c u s

e d u c a t o r from w o r k i n g w i t h c h i l d r e n a s a t e a c h e r t o

w or kin g w i t h o t h e r t e a c h e r s a s a c o n s u l t a n t , i t would a p p e a r t h a t much

21

more i n f o r m a t i o n i s n e ed e d t o a s s i s t i n t h e i m p l e m e n t a t i o n o f a s u c ­
c e s s f u l new r o l e ( T e a c h e r C o n s u l t a n t Change A g e n t , 1 9 7 6 ) .
F a c to rs A ffe c tin g Successful or Unsuccessful
M a in s tr e a m P l a c e m e n t s
I t i s im p o rta n t in d e s c r i b i n g th e con ce p t o f m ainstream ing t h a t
an a t t e m p t be made t o d i f f e r e n t i a t e f a c t o r s a s s o c i a t e d w i t h " s u c c e s s ­
f u l " and " u n s u c c e s s f u l " p l a c e m e n t s .

I f p r o b le m s w i t h e i t h e r t y p e o f

s i t u a t i o n can be i d e n t i f i e d , i t may t h e n be p o s s i b l e t o r e d u c e ,
r e s o l v e , o r e l i m i n a t e the m, t h e r e b y im p r o v i n g an u n s u c c e s s f u l p l a c e m e n t
o r making an a l r e a d y s u c c e s s f u l p l a c e m e n t e v en b e t t e r .
An a b s t r a c t * o f one s t u d y (Himes, 1976; r e p o r t e d i n D i s s e r t a ­
t i o n A b s t r a c t s , 1976) was l o c a t e d r e l a t e d t o " s u c c e s s f u l " m a i n s t r e a m i n g .
T h i s s t u d y f o c u s e d on " s u c c e s s f u l " m a i n s t r e a m i n g by a s k i n g 100 t e a c h e r s
t o i d e n t i f y i n w r i t i n g t e n v a r i a b l e s t h e y b e l i e v e d t o be n e c e s s a r y f o r
successful
room.

i n t e g r a t i o n o f handicapped c h i l d r e n w ith in th e r e g u l a r c l a s s ­

R es p o n s es w ere g ro u p ed i n t o v a r i o u s c l a s s i f i c a t i o n s .

The t e n

m o st f r e q u e n t l y o c c u r r i n g c l a s s i f i c a t i o n s a r e p r e s e n t e d below i n p r i ­
ority

order,

w i t h C a t e g o r y 1 c o n t a i n i n g t h e most r e s p o n s e s and

C a t e g o r y 10 t h e f e w e s t r e s p o n s e s .
1.

Presence of te a c h e r aides

2.

Lower c l a s s s i z e

3.

P r e s c r i p t i o n pro gr ams

4.

A v a ila b ility of resource teachers

5.

I n s t r u c t i o n a l m a t e r i a l s and e q u i p m e n t

♦O riginal study u n av ailab le.

22

6.

A dm inistrative support

7.

P a re n t involvement

8.

Teacher in - s e r v ic e tr a in in g

9.

A v a il a b ili ty o f counselors

10.

Curriculum c e n t e r / l i b r a r y

One mus t assume t h a t i f t h e a p p r o p r i a t e c o m b i n a t i o n o f t h e s e v a r i a b l e s
w er e n o t a v a i l a b l e , t e a c h e r s would c o n s i d e r t h e m a i n s t r e a m s i t u a t i o n t o
be l e s s t h a n s a t i s f a c t o r y .
One s t u d y was l o c a t e d r e l a t e d t o t h e c o n s u l t a n t r o l e o f t h e
special educator.

Evans (1980) s u r v e y e d 240 e d u c a t o r s from t h i r t y - f o u r

elem entary schools.

F o r t y - e i g h t were r e s o u r c e room t e a c h e r s , w h i l e

t h e r e m a i n d e r w ere r e g u l a r c l a s s t e a c h e r s and p r i n c i p a l s .

The p u r p o s e

o f t h e i n v e s t i g a t i o n was t o d e t e r m i n e t h e amount o f t i m e b e i n g u s e d
by s p e c i a l

education personnel

in c o n s u l t a t i o n w ith t e a c h e r s .

Eighty

p e r c e n t o f t h e r e s o u r c e room t e a c h e r s r e p o r t e d t h a t c o n s u l t a t i o n a c t u a l l y
comprised only 5 p e r c e n t or l e s s o f

t h e i r p ro fe s s io n a l tim e.

g r o u p s a g r e e d t h a t more t i m e s h o u l d

be s p e n t on c o n s u l t a t i o n .

Al l t h r e e

F a c t o r s Which A f f e c t A t t i t u d e Toward M a i n s t r e a m i n g
P h i l l i p Mann ( 19 76 ) s u g g e s t s t h a t m a i n s t r e a m e d programming
m u st be a "mutual r e s p o n s i b i l i t y " between s p e c i a l e d u c a t i o n and g e n e r a l
education p ersonnel.

He i d e n t i f i e s

i m p o r t a n t f a c t o r s w hi ch "c an a f f e c t
effo rt."

" a t t i t u d e s " a s one o f t h e

most

t h e s u c c e s s o f any m a i n s t r e a m i n g

R e s e a r c h s t u d i e s r e g a r d i n g t e a c h e r a t t i t u d e to w a r d m a in -

stream ing appear to f a l l

u n d e r two g e n e r a l

categories:

(1) a t t i t u d e

s u r v e y s a s s e s s i n g n e g a t i v e o r p o s i t i v e f e e l i n g to w a r d m a i n s t r e a m i n g i n

23

g e n e r a l and ( 2 ) a t t i t u d e s u r v e y s which a t t e m p t t o i d e n t i f y f a c t o r s
w hic h a f f e c t a t t i t u d e , s uch a s s u p p o r t s e r v i c e a v a i l a b i l i t y , t y p e o f
handicap, e tc .
R e s e a r c h s t u d i e s , t h u s f a r , have p r o d u c e d c o n f l i c t i n g r e s u l t s
r e g a r d i n g t e a c h e r a t t i t u d e s to w a r d m a i n s t r e a m i n g (Corman & G o t t l i e b ,
1978).

S t u d i e s done by G i c k l i n g and T h e o b a l d ( 1 97 5) and Hudson,

Grahm, and Warner (1979) i n d i c a t e t h a t t e a c h e r s do n o t r e p o r t p o s i t i v e
a t t i t u d e s to w ar d m a i n s t r e a m i n g .
On t h e o t h e r h an d, G u e r in and S z a t l o c k y (1974) r e p o r t e d t h a t
t e a c h e r s g e n e r a l l y had p o s i t i v e a t t i t u d e s to w a r d m a i n s t r e a m i n g and
t h a t s p e c i a l e d u c a t i o n and r e g u l a r e d u c a t i o n t e a c h e r s fr o m t h e same
b u i l d i n g s t e n d e d t o have s i m i l a r a t t i t u d e s .

Grahm (1 98 0) a l s o found

t h a t c l a s s r o o m t e a c h e r s w ere s u p p o r t i v e o f m a i n s t r e a m i n g .

This study

c i t e d t h e a v a i l a b i l i t y o f r e s o u r c e room pr o gr am s a s t h e p o s s i b l e f a c t o r
t h a t made t h e d i f f e r e n c e i n a t t i t u d e .
In c o n t r a s t t o Gr ahm's f i n d i n g s , an e a r l i e r s t u d y by S h o t e l ,
I a n o , and M cG et ti g an (1972) w hich a s s e s s e d t e a c h e r a t t i t u d e a t t h e
b e g i n n i n g o f t h e y e a r , when r e s o u r c e room p r o g r a m s and m a i n s t r e a m i n g
w ere i n t r o d u c e d i n t o a b u i l d i n g , and a g a i n a t t h e end o f t h e y e a r ,
wher t e a c h e r s had had e x p e r i e n c e w i t h m a i n s t r e a m e d c h i l d r e n a l o n g w i t h
r e s o u r c e room s u p p o r t s e r v i c e s , d e m o n s t r a t e d d i f f e r e n t r e s u l t s .
T e a c h e r s ' a t t i t u d e s to w ar d m a i n s t r e a m i n g and w h e t h e r o r n o t t h e c h i l d r e n
c o u l d f u n c t i o n a c a d e m i c a l l y o r s o c i a l l y were l e s s p o s i t i v e a t t h e end
than a t th e beginning o f th e y e a r .

Shotel e t a l . a ls o i d e n t i f i e d d i f ­

f e r e n t a t t i t u d e s o f t e a c h e r s to w a r d s p e c i f i c t y p e s o f h a n d i c a p s .

24

T e a c h e r s w er e c o n s i s t e n t l y more p o s i t i v e t o w a r d l e a r n i n g d i s a b l e d
c h i l d r e n and l e a s t p o s i t i v e to w a r d e d u c a b l e r e t a r d e d c h i l d r e n .
W i l l i a m s and A l g o z z i n e (1977) f o un d t h a t t e a c h e r s e x p e r i e n c e d
w i t h m a i n s t r e a m e d , h a n d i c a p p e d c h i l d r e n d i f f e r e n t i a t e between t h e
vario u s handicapping c o n d itio n s .

T h es e t e a c h e r s f e l t p h y s i c a l l y h an ­

d i c a p p e d and l e a r n i n g d i s a b l e d y o u n g s t e r s s h o u l d r e c e i v e more s e r ­
v i c e s i n r e g u l a r rooms t h a n r e t a r d e d o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n .
T e a c h e r s f e l t t h a t t h e y a r e b e t t e r a b l e t o pr o gr am f o r p h y s i c a l l y
h a n d i c a p p e d and l e a r n i n g d i s a b l e d c h i l d r e n t h a n f o r " d i s t u r b e d " o r
"retarded" c h ild re n .
In c o n t r a s t t o t h e s e two s t u d i e s , O v e r l i n e (1977) a s s e s s e d
g e n e r a l a t t i t u d e to w a r d m a i n s t r e a i n g r e g a r d l e s s o f t h e e x t e n t o f
ex p e rie n c e w ith handicapped c h i l d r e n .

In t h i s c a s e , r e g u l a r c l a s s r o o m

t e a c h e r s , p r i n c i p a l s , and s p e c i a l e d u c a t i o n t e a c h e r s r e p o r t e d p o s i t i v e
a t t i t u d e s toward m ainstream ing f o r a l l c a t e g o r i e s o f handicapped c h i l ­
dren.
In an a t t e m p t t o i d e n t i f y f a c t o r s a f f e c t i n g t e a c h e r a t t i t u d e ,
W i l l i a m s and A l g o z z i n e (1 979) i n a l a t e r s t u d y a s k e d 267 t e a c h e r s t o
r e s p o n d t o c e r t a i n r e a s o n s why t h e y would be w i l l i n g o r n o t w i l l i n g t o
in c lu d e handicapped c h i ld r e n in t h e i r classroom s.
In g e n e r a l t e a c h e r s who i n d i c a t e d t h a t t h e y would work w i t h
h a n d i c a p p e d c h i l d r e n i n t h e i r r e g u l a r c l a s s e s ch o s e t h r e e r e a s o n s
f o r doing so:
(1) t h e t e a c h e r s had had s u c c e s s f u l e x p e r i e n c e s
w i t h h a n d i c a p p e d c h i l d r e n , (2 ) s p e c i a l i z e d s u p p o r t s e r v i c e s gave
t h e t e a c h e r s c o n f i d e n c e , ( 3 ) t h e t e a c h e r s f e l t t h a t programming
f o r p h y s i c a l l y h a n d i c a p p e d c h i l d r e n was n o t d i f f e r e n t from r e g u ­
l a r p r o gr am m in g. T e a c h e r s who i n d i c a t e d t h a t t h e y would n o t
v o l u n t e e r t o m a i n s t r e a m a h a n d i c a p p e d c h i l d c h o s e two m a j o r
reasons f o r t h e i r o b je ctio n :
(1) t h e t e a c h e r s f e l t t h a t t h e
h a n d i c a p p e d would t a k e t o o much t i m e from o t h e r c h i l d r e n ,

25

(2) t h e t e a c h e r s f e l t t h a t t h e y d i d n o t have t h e t e c h n i c a l
a b i l i t i e s n e c e s s a r y t o be e f f e c t i v e .
Except f o r "p r o g r a m i n g f o r p h y s i c a l l y handicapped," th e a u th o rs
re p o rte d t h a t c o n t r a r y to e x p e c ta t io n s , th e r e s u l t s did not in d i c a t e
a s t r o n g d i f f e r e n c e i n r e a s o n i n g f o r any p a r t i c u l a r c a t e g o r y o f c h i l ­
dren.
In a n o t h e r s t u d y , t e a c h e r s from 136 s c h o o l s r e s p o n d e d t o c e r ­
t a i n v a r i a b l e s r e l a t e d t o f a c t o r s which m i g h t a f f e c t t h e i r a t t i t u d e
to w a r d m a i n s t r e a m i n g ( l a r r i v e e & Cook, 1 9 7 9 ) .

They r e p o r t e d t h r e e

f a c t o r s w hich seemed t o have t h e mo st i m p o r t a n t e f f e c t on t e a c h e r
attitu d e:

(1 ) t e a c h e r p e r c e p t i o n o f d e g r e e ' o f s u c c e s s ,

(2) l e v e l o f

a d m i n i s t r a t i v e s u p p o r t r e c e i v e d , and (3) a v a i l a b i l i t y o f s u p p o r t i v e
services.
Wanner and G u e n t h e r (1978) a s k e d t e a c h e r s , p a r e n t s , and ad m in ­
i s t r a t o r s to respond to a v a r i e t y o f q u e s tio n s to e x p lo re th e needs,
a t t i t u d e s , and c u r r e n t e f f e c t i v e n e s s o f s e r v i c e s i n f o u r l o c a l
d istricts

in Michigan.

is unclear.

school

The number o f p e r s o n s r e s p o n d i n g t o t h e s u r v e y

The a u t h o r s '

summary o f t h e s u r v e y r e s u l t s s t a t e d , "The

c o n s e n s u s was y e s , m a i n s t r e a m i n g i s p o s i t i v e and b e n e f i c i a l , b u t more
b e n e f i c ia l f o r th e handicapped s tu d e n t.

. . . "

Special education

t e a c h e r s and g e n e r a l e d u c a t i o n t e a c h e r s were c o n s i s t e n t , i n t h a t b o t h
g r o u p s f e l t e m o t i o n a l l y i m p a i r e d and e d u c a b l e m e n t a l l y i m p a i r e d
s t u d e n t s would be l e a s t a c c e p t a b l e i n t h e r e g u l a r c l a s s r o o m and t h a t
p h y s i c a l l y i m p a i r e d and l e a r n i n g d i s a b l e d s t u d e n t s would be m o st
acceptable.

26

Summary
Concern by p a r e n t s and m i n o r i t y g r o u p s has p l a y e d an im p o r ­
t a n t r o l e i n p r o d u c i n g cha ng e i n t h e d e l i v e r y o f s e r v i c e s f o r h a n d i ­
cap pe d c h i l d r e n .

T h es e c o n c e r n s were a r e s u l t o f i m p r o p e r p l a c e m e n t

and i s o l a t i o n o f c h i l d r e n i n s p e c i a l e d u c a t i o n p r og r am s .

In a d d i t i o n ,

r e s e a r c h d e m o n s t r a t e d t h e n e g a t i v e e f f e c t s o f l a b e l i n g and q u e s t i o n e d
th e e f f i c a c y o f s p e c ia l education classroom placements.

These concerns

r e s u l t e d i n l i t i g a t i o n and u l t i m a t e l y e n a c t m e n t o f l e g i s l a t i o n r e q u i r ­
in g p l a c e m e n t i n " t h e l e a s t r e s t r i c t i v e a l t e r n a t i v e . 11 The c o n c e p t o f
m a i n s t r e a m i n g e v o l v e d , which has c a u s e d s p e c i a l e d u c a t o r s and g e n e r a l
e d u c a t o r s t o work t o g e t h e r t o p r o v i d e h a n d i c a p p e d c h i l d r e n , who s h o u l d
spend p a r t o r a l l o f t h e i r day i n t h e r e g u l a r c l a s s r o o m , w i t h s u c c e s s ­
ful ex p erien ces.
When a ch a n g e i s imple me nte d r a p i d l y w i t h l i t t l e
or study, i t

preparation

i s n e c e s s a r y t o s t u d y wh at i s h a p p e n i n g a s a r e s u l t o f

t h e c h a n g e s s o t h a t a p p r o p r i a t e a d j u s t m e n t s may be i n i t i a t e d .

Iden­

t i f y i n g problem s, su p p o rt s e r v i c e s , f a c t o r s a f f e c t i n g s u c c e s s fu l
p l a c e m e n t s , and t e a c h e r a t t i t u d e s

is c r i t i c a l .

A review o f r e s e a r c h

reg ard in g th e s e t o p i c s r e v e a ls both th e c u r r e n t lack o f in fo rm a tio n
r e g a r d i n g m a i n s t r e a m i n g and i n c o n s i s t e n t r e s u l t s from s t u d i e s which
have been u n d e r t a k e n .

CHAPTER I I I

PROCEDURES AND METHODOLOGY

This c h a p te r in c lu d es th e fo llo w in g :

(1) d e s c r i p t i o n o f

Branch I n t e r m e d i a t e School D i s t r i c t , where t h e s u r v e y was c o n d u c t e d ;
(2)

id e n tif ic a tio n of the s u b je c ts ;

t h e me asurement i n s t r u m e n t s ;
ment i n s t r u m e n t s ;

(3) t h e d e s i g n and d e v e l o p m e n t o f

(4 ) p i l o t a d m i n i s t r a t i o n o f t h e m e a s u r e ­

(5) a d m i n i s t r a t i o n o f t h e s u r v e y q u e s t i o n n a i r e s ; and

(6) t r e a t m e n t o f t h e d a t a .

Branch I n t e r m e d i a t e School D i s t r i c t
Branch I n t e r m e d i a t e School D i s t r i c t was s e l e c t e d a s t h e s i t e
f o r th e survey.

Special education s e rv ic e s

had

been p r o v i d e d t o

m ainstream ed, handicapped c h i l d r e n f o r a t l e a s t th r e e y e a r s p r i o r to
the survey.

The d i s t r i c t was w i l l i n g t o p a r t i c i p a t e i n t h i s s u r v e y .

They i n d i c a t e d t h a t t h e i n f o r m a t i o n b e i n g g a t h e r e d would be u s e f u l

in

e v a lu a tin g t h e i r c u r r e n t s p e c ia l e d u c a tio n programs.
Branch I n t e r m e d i a t e School D i s t r i c t ,

l o c a t e d in th e so u th -

c e n t r a l a r e a o f M i c h i g a n , i s made up p r i m a r i l y o f a r u r a l p o p u l a t i o n .
Students atten d th re e local

K-12 p r o g r a m s .

The e n r o l l m e n t i n e a c h o f

t h e d i s t r i c t s f o r t h e 19 77 -1 97 8 s c h o o l y e a r i n c l u d e d :

Bronson Commu­

n i t y S c h o o l s w i t h 1 , 6 0 7 s t u d e n t m e m b e r s h i p , C o l d w a t e r Community S c h o o l s
w i t h 4 , 1 9 2 s t u d e n t m e m b er s h ip , and Quincy Community S c h o o l s w i t h 1, 5 3 2
s t u d e n t me mbership.
27

28

Subjects
The p o p u l a t i o n f o r t h i s s t u d y i n c l u d e d a l l

classroom te ach ers

and t e a c h e r c o n s u l t a n t s in s ev en e l e m e n t a r y b u i l d i n g s in c o n s t i t u e n t
d i s t r i c t s o f Branch I n t e r m e d i a t e School D i s t r i c t , where h a n d i c a p p e d
s t u d e n t s were m a i n s t r e a m e d and where a t l e a s t one s p e c i a l e d u c a t i o n
t e a c h e r o r t e a c h e r c o n s u l t a n t was i n t h e b u i l d i n g f u l l

tim e.

C hil­

d r e n n e e d i n g s p e c i a l e d u c a t i o n s e r v i c e s in t h e o t h e r t h r e e b u i l d i n g s
were e i t h e r b us ed t o one o f t h e se v e n b u i l d i n g s w here f u l l - t i m e s e r ­
v i c e s were a v a i l a b l e o r r e c e i v e d s e r v i c e s from an i t i n e r a n t s p e c i a l
education te ach er co n su lta n t.
P r i n c i p a l s i n e a c h o f t h e se ven b u i l d i n g s were c o n t a c t e d t o
e s t a b l i s h when a t e a c h e r s ' m e e t i n g c o u l d be h e l d t o c o n d u c t t h e s u r v e y .
The f i r s t two s c h o o l s s c h e d u l e d w ere u sed f o r p i l o t t e s t i n g o f t h e
m ea su re m en t i n s t r u m e n t s , and r e s u l t s a r e n o t r e p o r t e d f o r t h e s e two
schools.
S e v e n t y - t w o t e a c h e r s (96%) o f t h e s e v e n t y - f i v e t e a c h e r s i n t h e
r e m a i n i n g f i v e e l e m e n t a r y s c h o o l s i n t h e two c o n s t i t u e n t sc h o o l d i s ­
t r i c t s o f Quincy and C o l d w a t e r p a r t i c i p a t e d i n t h e s u r v e y .

Seventy-

one (95%) o f t h e s e v e n t y - f i v e t e a c h e r s had had e x p e r i e n c e w i t h m a i n ­
stream ed, handicapped c h ild r e n .

T hr ee o f t h e s e b u i l d i n g s s e r v e d

g r a d e s K-5; two b u i l d i n g s i n c l u d e d g r a d e s K-6.
f e r e n c e s w ere n o t m e a s u r e d i n t h i s s t u d y , a l l

Since grade le v el d i f ­
t e a c h e r s were a s k e d t o

participate.
S p e c i a l e d u c a t i o n t e a c h e r c o n s u l t a n t s who p r o v i d e d s e r v i c e s
t o m a i n s t r e a m e d , h a n d i c a p p e d c h i l d r e n in t h e s e v e n e l e m e n t a r y s c h o o l s
w he r e t h e s u r v e y was c o n d u c t e d were i n t e r v i e w e d .

S u r v ey r e s u l t s

29

i n d i c a t e d t h a t n i n e o f t h e s e t w e l v e had f u l l

approval

in a t l e a s t one

a r e a o f s p e c i a l e d u c a t i o n and t h r e e o r more y e a r s o f e x p e r i e n c e ,
a t l e a s t one o f w hich had been i n s p e c i a l e d u c a t i o n ; t h u s t h e y were
e l i g i b l e f o r f u l l a p p r o v a l as t e a c h e r - c o n s u l t a n t s .

Two had had o n l y

one y e a r o f e x p e r i e n c e and f u l l a p p r o v a l i n a t l e a s t one a r e a o f
special education.

One p e r s o n was on a t e m p o r a r y a p p r o v a l program

f o r th e f i r s t tim e.

A ll t w e l v e w ere c a l l e d R e s o u r c e T e a c h e r s and had

a caseload of f i f t e e n or le s s .

All w e r e e x p e c t e d t o work b o t h d i r e c t l y

with c h i ld r e n as well as to c o n s u lt w ith classroom te a c h e r s to a s s i s t
them w i t h p r o b l e m s t h e y m i g h t e n c o u n t e r w i t h m a i n s t r e a m e d c h i l d r e n in
t h e i r classroom.

They w ere a l s o e x p e c t e d t o p r o v i d e e d u c a t i o n a l d i a g ­

n o s t i c s e r v i c e s f o r new r e f e r r a l s .
r o l e i n which a l l

B e c a u se o f t h e t e a c h e r - c o n s u l t a n t

o f t h e s e p e o p l e f u n c t i o n , t h e y w i l l be r e f e r r e d t o ,

f o r th e purposes o f t h i s stu d y , as t e a c h e r - c o n s u l t a n t s .
are reported fo r a ll

The r e s u l t s

twelve persons.
D e s ig n and De vel opm ent o f t h e
M easurem ent I n s t r u m e n t s

The p u r p o s e s o f t h i s s t u d y w ere t o g a i n i n f o r m a t i o n from
t e a c h e r s and t e a c h e r - c o n s u l t a n t s who had e x p e r i e n c e d m a i n s t r e a m i n g
regarding:

(1) p r o b l e m s w hic h a r i s e f o r t e a c h e r s and t e a c h e r -

c o n s u l t a n t s when a h a n d i c a p p e d c h i l d ' s e d u c a t i o n a l
m a i n s t r e a m c o m p o n e n t,

pr ogram i n c l u d e s a

(2 ) a c t u a l and n e e d e d s p e c i a l e d u c a t i o n s u p p o r t

in te n d e d t o a s s i s t in s o lv in g t h e problems in a mainstream p la cem e n t,
(3) d e s c r i p t i v e in fo rm a tio n r e l a t e d to c h i l d r e n t e a c h e r s i d e n t i f y as
"most s u c c e s s f u l " and " l e a s t s u c c e s s f u l " m a i n s t r e a m p l a c e m e n t s , and

30

(4)

f a c t o r s which a f f e c t t h e a t t i t u d e o f t e a c h e r s and t e a c h e r -

c o n s u l t a n t s to w a r d m a i n s t r e a m i n g .
t i o n n a i r e s were d e v e l o p e d :

To a c c o m p l i s h t h e s e g o a l s , two q u e s ­

one f o r u s e w i t h g r o u p s o f t e a c h e r s and

t h e s e c o n d t o be u s ed t o i n t e r v i e w e ac h o f t h e t w e l v e t e a c h e r consultants.
C la ss r oo m T e a c h e r Q u e s t i o n n a i r e
A copy o f t h e q u e s t i o n n a i r e u s e d i n t h i s s t u d y i s l o c a t e d i n
Appendix A.

I t co n sists of four p a rts.

The f i r s t gr ou p o f q u e s t i o n s

was d e s i g n e d t o a s s i s t t e a c h e r s t o i d e n t i f y two s p e c i f i c m a i n s t r e a m e d ,
h a n d i c a p p e d c h i l d r e n w i t h whom t h e y had had e x p e r i e n c e i n t h e p a s t
t h r e e y e a r s , one o f whom t h e y i d e n t i f i e d a s a "most s u c c e s s f u l " p l a c e ­
ment and one o f whom t h e y i d e n t i f i e d a s a " l e a s t s u c c e s s f u l " p l a c e m e n t .
To a c c o m p l i s h t h i s , s i x r e s p o n s e s w ere r e q u e s t e d :
1.

Name o f e a c h c h i l d ( b a s e d on v e r b a l d e f i n i t i o n o f "m os t
s u c c e s s f u l " and " l e a s t s u c c e s s f u l " ) , *

2.

Rating o f le v e l o f s u c c e s s - - s c a l e o f 1 ( s u c c e s s f u l) to
4 (unsuccessful),

3.

Type o f h a n d i c a p p i n g c o n d i t i o n ,

4.

P e r c e n t a g e o f t i m e c h i l d was i n c l a s s r o o m ,

5.

P e r c e n t a g e o f t i m e t h e t e a c h e r f e l t t h e c h i l d s h o u l d be
in t h e cla ssro o m ,

6.

The y e a r t h e c h i l d was i n t h e room.

I n f o r m a t i o n was r e p o r t e d by t e a c h e r s a b o u t f i f t y - e i g h t c h i l ­
dren in t e a c h e r s '

c l a s s r o o m s d u r i n g t h e 19 77- 19 78 s ch o ol y e a r ,

* R e f e r t o p ag es 9 - 1 0 f o r d e s c r i p t i o n o f d e f i n i t i o n s u s e d .

31

t h i r t y - n i n e c h i l d r e n d u r i n g t h e 1976-1977 s c h o o l y e a r , and t h i r t y one c h i l d r e n d u r i n g t h e 1975-1 976 s c h o o l y e a r .
The s e c o n d p a r t o f t h e q u e s t i o n n a i r e a s k e d t e a c h e r s t o r e p o r t
f o r ea c h c h i l d :

two p r o b le m s a s s o c i a t e d w i t h h a v i n g a h a n d i c a p p e d

c h i l d , s u p p o r tiv e a s s i s t a n c e t o s o lv e each problem, w hether o r not
t h e t e a c h e r was s a t i s f i e d w i t h t h e a s s i s t a n c e b e i n g p r o v i d e d , and any
o t h e r a s s i s t a n c e nee d e d t o s o l v e ea ch p r o b l e m .

The t e a c h e r s were

asked to g e n e r a te re s p o n s e s r a t h e r than to r e a c t to a predeterm ined
l i s t of variables.

A p r e d e t e r m i n e d l i s t c o u l d have a s s i s t e d t e a c h e r s

t o r e a c t t o c o n c e r n s t h a t m i g h t n o t come t o mind i n a r e c a l l

situation;

ho w eve r, by r e q u i r i n g them t o g e n e r a t e t h e i r own r e s p o n s e s , i t was f e l t
t h a t t h e r e s p o n s e s would be t h o s e t h a t were o f mo st c o n c e r n t o t h e
te ach ers.
The t h i r d s e c t i o n o f t h e q u e s t i o n n a i r e was d e s i g n e d t o s t u d y
te a c h e r a t t i t u d e r e l a t e d to mainstream ing.

T e a c h e r s were a s k e d t o

r a t e t h e i r g e n e r a l a t t i t u d e to w a r d m a i n s t r e a m i n g on a f o u r - p o i n t
scale:

1 - n e g a t i v e , 2- somewhat n e g a t i v e , 3-somewhat p o s i t i v e ,

4-positive.

They were a l s o a s k e d t o r e p o r t f a c t o r s which i n f l u e n c e

their attitu d e.

Th es e f a c t o r s were l i m i t e d t o t h o s e t h a t i m m e d i a t e l y

came t o mind a t t h e t i m e o f t h i s s u r v e y .
The f o u r t h s e c t i o n o f t h e q u e s t i o n n a i r e was p r e p a r e d f o r t h e
p u r p o s e o f Branch I n t e r m e d i a t e School D i s t r i c t t o e v a l u a t e f u r t h e r
t h e i r s p e c ia l e d u ca tio n programs.

R e s p o n s e s w er e r e q u e s t e d t o q u e s ­

t i o n s f o r which a d m i n i s t r a t o r s w ant ed s p e c i f i c a n s w e r s r e l a t e d t o
components o f t h e Branch I n t e r m e d i a t e School D i s t r i c t s p e c i a l e d u c a t i o n
s e r v i c e d e l i v e r y s y s t e m and a r e n o t r e p o r t e d a s p a r t o f t h i s s t u d y .

32

Teacher-C onsultant Q uestionnaire
The q u e s t i o n n a i r e u sed t o c o n d u c t i n t e r v i e w s w i t h t h e t w e l v e
teach er-co n su ltan ts consisted of fiv e p a rts .
P a r t 1 o f t h e i n t e r v i e w q u e s t i o n n a i r e was d e s i g n e d t o o b t a i n
b a s i c dem og ra p hi c d a t a .

S ix v a r i a b l e s o f i n t e r e s t w ere s e l e c t e d :

(1) g r a d e l e v e l s s e r v e d ,

(2) y e a r s o f e x p e r i e n c e ,

d e n t s on c a s e l o a d ,

(3) number o f s t u ­

(4) how many on c a s e l o a d a r e m a i n s t r e a m e d ,

(5 ) what t y p e s o f h a n d i c a p s a r e c u r r e n t l y b e i n g s e r v e d , and (6) t y p e
of teacher approval.

T h i s i n f o r m a t i o n was o b t a i n e d t o v e r i f y :

(1) t h a t t h e s e t e a c h e r - c o n s u l t a n t s w ere s e r v i n g m a i n s t r e a m e d , h a n d i ­
cap p e d e l e m e n t a r y c h i l d r e n i n b u i l d i n g s w here t h e s u r v e y was c o n ­
d u c t e d and (2) w h e t h e r o r n o t e a c h o f t h e i n t e r v i e w e e s was e l i g i b l e
as a t e a c h e r - c o n s u l t a n t acc o rd in g to s t a t e g u i d e l i n e s

(three years of

e x p e r i e n c e , i n c l u d i n g one in s p e c i a l e d u c a t i o n and a p p r o v a l
area of special education).
survey s u b s t a n ti a te d t h a t a l l

i n one

I n f o r m a t i o n o b t a i n e d from p a r t one o f t h e
twelve o f t h e re s o u rc e t e a c h e r -

c o n s u l t a n t s w ere s e r v i n g m a i n s t r e a m e d , h a n d i c a p p e d c h i l d r e n i n e l e ­
m e n t a r y s c h o o l b u i l d i n g s where t h e s u r v e y was c o n d u c t e d .
The s e c o n d s e c t i o n o f t h e q u e s t i o n n a i r e a s k e d t h e t e a c h e r c o n s u l t a n t t o i d e n t i f y p r o b le m s s h e / h e has w h i l e p r o v i d i n g a s s i s t a n c e
to m ainstream ed, handicapped c h i l d r e n .

T e a c h e r - c o n s u l t a n t s were a l s o

asked to i d e n t i f y p o s s i b l e s o l u t i o n s t o t h e s e problems.
S ec tio n t h r e e asked t e a c h e r - c o n s u l t a n t s to i d e n t i f y what p ro b ­
lems t h e y t h o u g h t c l a s s r o o m t e a c h e r s w e re m o s t c o n c e r n e d a b o u t b e c a u s e
t h e y have a m a i n s t r e a m e d , h a n d i c a p p e d c h i l d i n t h e i r c l a s s r o o m .
were a l s o a s k e d t o t e l l wh at a s s i s t a n c e t h e y t y p i c a l l y p r o v i d e d

They

33

r e l a t e d t o t h e p r o b le m s t h e y had i d e n t i f i e d .

A lt h ou gh t e a c h e r -

c o n s u l t a n t s work i n t h e same b u i l d i n g s a s t h e c l a s s r o o m t e a c h e r s who
w ere s u r v e y e d , t h e i r r e s p o n s e s were n o t n e c e s s a r i l y s p e c i f i c t o c e r ­
t a i n c h i l d r e n b u t w ere g e n e r a l t o t h e p o p u l a t i o n o f c h i l d r e n whom
they serv e.
S ectio n f o u r asked t e a c h e r - c o n s u l t a n t s whether o r n ot they
f e l t t h e y had any p a r t i c u l a r p r o b le m s r e s u l t i n g from n o t h a vi ng
a p p r o v a l i n t h e d i s a b i 1 i t y a r e a o f c h i l d r e n f o r whom t h e y w ere p r o v i d i n g
assistance.

They w ere a l s o as k e d t o i d e n t i f y t h e p e r c e n t a g e o f t i m e

e a c h day f o r w hic h t h e y work w i t h t e a c h e r s and w h e t h e r o r n o t t h e y
would c h a n g e t h e amount i f t h e y c o u l d .
The f i f t h and f i n a l

s e c t i o n o f t h e q u e s t i o n n a i r e was d e s i g n e d

to stu dy t e a c h e r - c o n s u l t a n t a t t i t u d e s r e l a t e d to mainstream ing.

The

p r o c e d u r e and form u s ed w i t h t e a c h e r - c o n s u l t a n t s was t h e same a s t h a t
d e s c r i b e d and u s e d w i t h c l a s s r o o m t e a c h e r s .

I t included a fo u r - p o in t

r a t i n g s c a l e and a s k e d t e a c h e r - c o n s u l t a n t s t o r e p o r t f a c t o r s a f f e c t i n g
their attitu d e.
The d e v e l o p m e n t o f t h e q u e s t i o n n a i r e s was a c c o m p l i s h e d w i t h
two u n i v e r s i t y p r o f e s s o r s e x p e r i e n c e d i n b o t h s p e c i a l e d u c a t i o n and
research design.

Q u e s t i o n s r e q u i r i n g o p e n - e n d e d r e s p o n s e s w er e c o n ­

s tr u c te d to allow te a c h e rs to r e c a ll

c o n c e r n s d e s c r i p t i v e o f m a in -

stream in g , r a t h e r than s tr u c t u r e d q u e stio n s c a l l i n g f o r a r e a c tio n to
a predeterm ined l i s t o f ideas fo r th re e reasons:

(1) t o s t i m u l a t e

t e a c h e r s t o p r o v i d e d e s c r i p t i o n s and e x p r e s s t h e i r f e e l i n g s and c o n ­
c e r n s i n t h e i r own t e r m s w i t h o u t p r e j u d i c i n g them to w a r d p a r t i c u l a r
language o r id e a s ;

( 2 ) t o e n c o u r a g e t e a c h e r s t o f o c u s on m a j o r i d e a s

34

o f im m e d i a te c o n c e r n r a t h e r t h a n a s k i n g them t o r e a c t t o vo lu m in ou s
numbers o f i d e a s , many o f which may be o f l e s s e r s i g n i f i c a n c e t o them;
and (3) t o a l l o w them t o s t a t e i d e a s which may n o t be i n c l u d e d in a
structured l i s t .
I n f o r m a t i o n was t o be b a s e d on b o t h s u c c e s s f u l and u n s u c c e s s ­
ful ex p erien ces.

This le d to th e use of a m odified " c r i t i c a l

te c h n iq u e (F lan ag a n , 1962).

incident"

T e a c h e r s w ere a s k e d t o i d e n t i f y a c h i l d ,

by f i r s t name, who had been a "most s u c c e s s f u l " m a i n s t r e a m p l a c e m e n t
and a c h i l d who had been a " l e a s t s u c c e s s f u l " m a i n s t r e a m p l a c e m e n t ,
and t o b a s e t h e i r r e s p o n s e s on t h e s e s p e c i f i c c h i l d r e n .
Once t h e c l a s s r o o m t e a c h e r and t e a c h e r - c o n s u l t a n t q u e s t i o n ­
n a i r e s w ere i n i t i a l l y d e v e l o p e d , t h e y were p r e s e n t e d t o one s p e c i a l
e d u c a t i o n a d m i n i s t r a t o r and one g e n e r a l e d u c a t i o n a d m i n i s t r a t o r .

As

a r e s u l t o f t h e i r i n p u t , t h e d e f i n i t i o n s f o r " l e a s t s u c c e s s f u l " and
"m os t s u c c e s s f u l " w ere r e f i n e d .
P i l o t A d m i n i s t r a t i o n o f t h e Measurement I n s t r u m e n t s
The t e a c h e r - c o n s u l t a n t i n t e r v i e w q u e s t i o n n a i r e was a d m i n i s ­
t e r e d t o o n e t e a c h e r - c o n s u l t a n t c u r r e n t l y employed i n a s c h o o l d i s t r i c t
n e a r L a n sin g , Michigan.

This t e a c h e r - c o n s u lt a n t held a p o s itio n s im i­

l a r t o t h e t e a c h e r - c o n s u l t a n t s who w er e p a r t i c i p a t i n g i n t h e i n t e r v i e w s .
F eed bac k was o b t a i n e d from t h i s p e r s o n i n r e l a t i o n t o t h e c l a r i t y o f
t h e i n t e r v i e w q u e s t i o n s and t h e o b j e c t i v i t y o f t h e i n t e r v i e w e r .
m a j o r c h a n g e s were need ed i n t h e i n t e r v i e w f o r m a t .

A d etaile d descrip­

t i o n o f th e form at o f th e in te r v ie w i s contained in th e follo w ing
section.

No

35

T h r e e c l a s s r o o m t e a c h e r s who w ere e x p e r i e n c e d w i t h h a v i n g
h a n d i c a p p e d c h i l d r e n i n t h e i r c l a s s r o o m s were a s k e d t o c o m p l e t e t h e
t e a c h e r q u e s t i o n n a i r e f o rm .

They were a s k e d t o comment and c r i t i q u e

t h e i n s t r u m e n t and method o f p r e s e n t a t i o n .

S e v e r a l s u g g e s t i o n s were

r e c e i v e d and w ere i n c o r p o r a t e d i n t o t h e p r e s e n t a t i o n .
The f i n a l

p i l o t a d m i n i s t r a t i o n o f t h e i n s t r u m e n t was c o m p l e t e d

w i t h t w e n t y o f t h e t w e n t y - f o u r t e a c h e r s from And ers on and Ryan Elemen­
t a r y S c h o o l s i n B r on s on .

A ll o f t h e s c h o o l s t h a t had been s e l e c t e d

t o p a r t i c i p a t e in t h e s t u d y were s c h e d u l e d f o r m e e t i n g t i m e s t o ad m in ­
i s t e r the survey.

B ec au se t h e t e a c h e r s i n And ers on and Ryan w ere

s c h e d u l e d t o be f i r s t and w er e p a r t i c i p a t i n g i n a combined m e e t i n g ,
t h e f i n a l p i l o t t e s t was a d m i n i s t e r e d t o t h i s g r o u p .
The p r o c e d u r e u s e d t o a d m i n i s t e r t h e q u e s t i o n n a i r e i s d e s c r i b e d
in d e t a i l

in th e fo llo w in g s e c ti o n .

The p i l o t a d m i n i s t r a t i o n p r o c e d u r e

d i f f e r e d o n l y i n t h a t t e a c h e r s were t o l d a t t h e b e g i n n i n g o f t h e m e e t ­
i n g t h a t t h e y w er e t h e f i r s t g r o u p t o p a r t i c i p a t e i n t h e s t u d y and
were d i r e c t e d t o comment upon t h e p r e s e n t a t i o n and q u e s t i o n n a i r e a f t e r
t h e y had p a r t i c i p a t e d i n t h e s u r v e y .

T h r e e m a j o r c h a n g e s r e s u l t e d from

comments and s u g g e s t i o n s made by t e a c h e r s .

Teachers e x p re sse d concern

t h a t t h e r e was nowhere i n t h e s u r v e y t o e x p r e s s "how t h e y r e a l l y f e l t "
about m ainstream ing.

T h e r e f o r e , t e a c h e r s were s u b s e q u e n t l y a s k e d , i n

the modified q u e s t i o n n a ir e , to i d e n t i f y " f a c to r s a f f e c t i n g t h e i r
attitude"

in a d d i t i o n t o r a t i n g t h e i r a t t i t u d e t o w a r d m a i n s t r e a i n g on

a numerical s c a l e .

The s e c o n d cha ng e was t o d e l e t e t e a c h e r i d e n t i ­

fic a tio n of "direct" or "indirect" services.

The i n v e s t i g a t o r f e l t

in a n a ly z in g th e re sp o n se s t h a t th e d e s c r i p t i o n s o f a s s i s t a n c e

36

p r o v i d e d by t h e r e s p o n d e n t s i n c l u d e d enough i n f o r m a t i o n t o d e t e r m i n e
w h e t h e r s e r v i c e s w er e d i r e c t t o t h e c h i l d o r i n d i r e c t t o t h e c h i l d
through a s s i s t a n c e to th e te a c h e r o r p a r e n t.
The t h i r d ch a n g e i n c l u d e d r e d u c i n g t h e number o f p a g e s f o r
i d e n t i f y i n g p r o b l e m s f o r " l e a s t s u c c e s s f u l " and "most s u c c e s s f u l "
p l a c e m e n t s fr o m t h r e e t o two.

D ur in g t h e p i l o t t e s t , t e a c h e r s c o n ­

s i s t e n t l y u s ed o n l y two o f t h e t h r e e s h e e t s .

I f more t h a n two p r o b ­

lems w ere i d e n t i f i e d , t h e y were l i s t e d on one o f t h e f i r s t s h e e t s .
I t was f e l t t h e s u r v e y would be l e s s cumbersome i f t h i s ch an g e were
made.
The p i l o t t e s t c o n f i r m e d t h e c l a r i t y o f t h e p r e s e n t a t i o n , and
t h e b a s i c a d m i n i s t r a t i o n o f t h e q u e s t i o n n a i r e r e m a i n e d t h e same e x c e p t
t o add b r i e f d i r e c t i o n s f o r i d e n t i f y i n g f a c t o r s which a f f e c t r e s p o n ­
dents'

a t t i t u d e s to w a r d m a i n s t r e a m i n g , t o d e l e t e d i r e c t i o n s f o r i d e n ­

t i f y i n g w h e t h e r s e r v i c e s w er e d i r e c t o r i n d i r e c t , and t o r e q u e s t two
p ro bl em s r a t h e r t h a n t h r e e p r o b l e m s r e l a t e d t o e a c h p l a c e m e n t .
The f i n a l

i n s t r u m e n t and p r o c e d u r e w ere r e v i e w e d and a p p r o v e d

by two u n i v e r s i t y p r o f e s s o r s f a m i l i a r w i t h s u r v e y d e s i g n and s p e c i a l
education.
A d m in is tra tio n o f th e Survey Q u e s tio n n a ire s
A d m i n i s t r a t i o n o f t h e C la s s r o o m
Teacher Q u estio n n aire
M e e t i n g s w er e s c h e d u l e d by p r i n c i p a l s f o r c l a s s r o o m t e a c h e r s
in each o f t h e b u i l d i n g s e i t h e r p r i o r t o o r a f t e r t h e school day.
Teacher c o n s u lt a n ts did n o t a t te n d th e s e m e etin g s.

The p u r p o s e o f

t h e s e m e e t i n g s was t h e a d m i n i s t r a t i o n o f t h i s q u e s t i o n n a i r e .

The

37

q u e s t i o n n a i r e was p r e s e n t e d i n e x a c t l y t h e same manner a t e ac h
t e a c h e r 's m eeting.

A ll m e e t i n g s w ere s c h e d u l e d d u r i n g t h e month o f

May, 1978.
T h i s i n v e s t i g a t o r was i n t r o d u c e d by t h e b u i l d i n g p r i n c i p a l
a t th e beginning of each m eeting.

A b r i e f o r a l p r e s e n t a t i o n was

made t o p r o v i d e t e a c h e r s w i t h b a c k g r o u n d i n f o r m a t i o n r e l a t i v e t o t h e
survey.

The i n t r o d u c t i o n i n c l u d e d t h e e f f e c t P u b l i c Law 94 -1 42 has

had in g e n e r a t i n g i n t e r e s t and a need f o r more i n f o r m a t i o n a b o u t m a in stream ing.

A r a t i o n a l e o f why Branch County was c h o s e n f o r t h i s s t u d y

was a l s o p r e s e n t e d .

This included th e f a c t s t h a t lo c a l d i s t r i c t

t e a c h e r s had been i n v o l v e d i n m a i n s t r e a m i n g f o r s e v e r a l y e a r s and
special

e d u c a t i o n s e r v i c e s t o s u p p o r t m a i n s t r e a m i n g had a l s o been

a v a i la b l e during t h a t tim e.

A need f o r i n f o r m a t i o n fr om t e a c h e r s , "who

a r e t h e p e o p l e mo st i n v o l v e d w i t h m a i n s t r e a m i n g , " was e m p h a s i z e d .
T e a c h e r s w er e t o l d t h e i n f o r m a t i o n was n e c e s s a r y f o r t h e f o l l o w i n g
reasons:
rem ain,

(1) t o i d e n t i f y n e e d s w h ic h have been met and t h o s e which
(2 ) t o a i d o t h e r s t o pr og ram more e f f e c t i v e l y t o me et t h e n e e d s

o f h a n d i c a p p e d c h i l d r e n b a s e d on i n f o r m a t i o n from t h i s s t u d y , and
(3)

t o a s s i s t u n i v e r s i t y p e r s o n n e l t o i d e n t i f y p r e - s e r v i c e and i n -

s e r v i c e e d u c a t i o n a l a c t i v i t i e s f o r g e n e r a l and s p e c i a l e d u c a t i o n t r a i n ­
i n g p r o g r a m s b a s e d on p r o b l e m s and s u p p o r t s e r v i c e s i d e n t i f i e d by
teach ers.

T e a c h e r s were t h e n a s s u r e d o f t h e c o n f i d e n t i a l i t y o f t h e i r

responses.
I t was f e l t i m p o r t a n t t o e s t a b l i s h some r a p p o r t w i t h e a c h
group o f t e a c h e r s .

T h e r e f o r e , t h e i n t r o d u c t i o n was p r e s e n t e d from an

38

o u t l i n e r a t h e r t h a n b e i n g r e a d from a s c r i p t .

The i n t r o d u c t i o n was

c o n s i s t e n t in c o n t e n t a t each b u i l d i n g m e e tin g ; however, s l i g h t d i f ­
f e r e n c e s i n w o r d in g and manner o f p r e s e n t a t i o n o c c u r r e d .
I d e n t i f i c a t i o n o f mainstreamed c h i l d r e n .- - B e f o r e P a r ts I
and I I o f t h e q u e s t i o n n a i r e w e r e g i v e n t o t h e t e a c h e r s , t h e y were
a s k e d t o r e f l e c t on a l l o f t h e " o f f i c i a l l y i d e n t i f i e d , h a n d i c a p p e d ,
mainstreamed c h ild r e n " th e y
th ree y ears.

had

had e x p e r i e n c e w i t h d u r i n g t h e p a s t

They were t h e n a s k e d t o i d e n t i f y a "most s u c c e s s f u l " and

" l e a s t s u c c e s s f u l " p l a c e m e n t among t h e s e c h i l d r e n .

The f o l l o w i n g

d e f i n i t i o n s w ere r e a d t o them:
"Most S u c c e s s f u l " - - " P r o b l e m s w ere s o l v e d , s e r v i c e s may o r may
n o t h av e been p r o v i d e d , t h e c h i l d ' s a d j u s t m e n t i n t h e room was s a t i s ­
factory.

You f e l t s a t i s f i e d w i t h t h e p l a c e m e n t . "
" L e a s t S u c c e s s f u l " - - " P r o b l e m s were more d i f f i c u l t t o s o l v e ,

s e r v i c e s may o r may n o t hav e been a v a i l a b l e , t h e c h i l d ' s a d j u s t m e n t i n
t h e room was n o t a s s a t i s f a c t o r y a s you w i s h e d .

You d i d n o t f e e l

s a t i s f i e d with th e placem ent."
Page one was t h e n d i s t r i b u t e d , and t e a c h e r s w ere a s k e d t o f i l l
i t o u t , w r i t i n g t h e f i r s t name o f e a c h c h i l d i n t h e a p p r o p r i a t e b l a n k
l a b e l e d "m ost s u c c e s s f u l " and " l e a s t s u c c e s s f u l . "

I f t h e y had n o t had

e x p e r i e n c e w i t h m a i n s t r e a m e d c h i l d r e n o r o n l y had had e x p e r i e n c e w i t h
o n e c h i l d , t h e y were a s k e d t o p u t "none" i n t h e a p p r o p r i a t e name b l a n k s .
The r e m a i n i n g q u e s t i o n s w e r e r e a d t o t h e t e a c h e r s .

They were a s k e d t o

c o m p l e t e pag e one b a s e d on i n f o r m a t i o n a b o u t e a c h o f t h e i d e n t i f i e d
chiIdren.

39

I d e n t i f i c a t i o n o f p r o b l e m s , a s s i s t a n c e , and a t t i t u d e s .--When
all

t e a c h e r s had c o m p l e t e d page one o f t h e q u e s t i o n n a i r e , t h e r e m a i n i n g

p a g e s o f t h e q u e s t i o n n a i r e d e v e l o p e d f o r t h i s s t u d y w ere d i s t r i b u t e d .
T h i s i n c l u d e d t h e second p a r t , f o r u s e i n i d e n t i f y i n g p r o b le m s and
s u p p o rt s e r v i c e s , as well as th e t h i r d p a r t , to g a t h e r in fo rm a tio n
re la te d to teacher a ttitu d e s .
T e a c h e r s were d i r e c t e d t o f i l l

i n t h e f i r s t name o f t h e c h i l d

t h e y had i d e n t i f i e d a s "most s u c c e s s f u l " on t h e f i r s t two s h e e t s
l a b e l e d "most s u c c e s s f u l " and t o do t h e same on t h e s e c o n d two s h e e t s
w i t h t h e f i r s t name o f t h e c h i l d t h e y had i d e n t i f i e d a s " l e a s t s u c ­
cessful."

I f t h e y had i d e n t i f i e d o n l y one c h i l d o r had n o t had e x p e r i ­

en c e w i t h any o f f i c i a l l y i d e n t i f i e d m a i n s t r e a m e d c h i l d r e n , t h e y were
a s k e d t o p u t "none" i n t h e a p p r o p r i a t e b l a n k s .

The s e v e n t y - o n e e x p e r i ­

e n ce d t e a c h e r s i d e n t i f i e d s e v e n t y c h i l d r e n whom t h e y p e r c e i v e d a s "most
s u c c e s s f u l " p l a c e m e n t s and f i f t y - n i n e c h i l d r e n p e r c e i v e d a s " l e a s t
s u c c e s s f u l" placements.
The one e x p e r i e n c e d t e a c h e r who d i d n o t p r o v i d e p e r c e p t i o n s o f
a "most s u c c e s s f u l " p l a c e m e n t i n d i c a t e d t h a t s h e / h e had n o t had a
s u c c e s s f u l mainstream placement.

T h r e e o f t h e t w e n t y - o n e t e a c h e r s who

did n o t d e s c rib e a " l e a s t s u c c e s s fu l" placement l e f t t h a t p o rtio n o f
t h e form b l a n k .

The o t h e r n i n e i n d i c a t e d by w r i t i n g i n "none" o r

some o t h e r comment, i . e . ,

" H a v e n ' t had any I f e e l w er e u n s u c c e s s f u l . "

The f o l l o w i n g s c r i p t was r e a d a s t e a c h e r s w e r e g i v e n d i r e c ­
tions fo r f i l l i n g

in th e remainder of th e s e fo u r pages:

When f i l l i n g o u t t h e s e f o u r p a g e s , f i l l them o u t b as ed on
t h e c h i l d you have i d e n t i f i e d i n t h e u p p e r r i g h t - h a n d c o r n e r .
I d e n t i f y two p r o b le m s f o r e ac h c h i l d w hic h you w ere o r a r e

40

most c o n c e r n e d a b o u t .
The p r o b l e m s t h a t you l i s t m i g h t be
r e l a t e d to academic o r s o c i a l b e h a v io rs o f t h e c h i l d ; f o r
e x a m p le , n o t b e i n g a b l e t o r e a d , n o t b e i n g a b l e t o s i t s t i l l ,
not being a b le to g e t along w ith o t h e r s , e t c .
The p r o b le m s
m i g h t a l s o be o u t s i d e o f t h e c h i l d , s u c h a s n o t h a v i n g a p p r o p ­
r i a t e m a t e r i a l s , t h e a t t i t u d e o f o t h e r c l a s s members, l a c k o f
knowledge a b o u t w h at t o do f o r t h e c h i l d , e t c .
Next:
"Did you r e c e i v e a s s i s t a n c e ? "
C i r c l e y e s i f you d i d ,
no i f you d i d n o t .
D e s c r i b e t h e a s s i s t a n c e you r e c e i v e d on t h e
to p h a l f o f t h e for m.
Was a s s i s t a n c e r e c e i v e d s a t i s f a c t o r y ?
C i r c l e y e s i f you f e l t i t was s a t i s f a c t o r y .
C i r c l e no i f you
f e l t i t s h o u l d be d i f f e r e n t and d e s c r i b e why you were d i s s a t i s ­
fied.
I f no a s s i s t a n c e was n e e d e d , w r i t e "none n eed ed " on t h e
b ot t o m o f t h e p a g e .
Do you have any q u e s t i o n s ?
[Any q u e s t i o n s
were a n s w er ed a t t h i s t i m e . ]
On t h e f i n a l page r a t e y o u r a t t i t u d e , i n g e n e r a l , a b o u t
m a i n s t r e a m i n g and l i s t t h e f a c t o r s t h a t make you f e e l t h a t way.
T h e r e a r e f i v e numbers on t h e p a g e , b u t l i s t as many f a c t o r s a s
you w i s h .
When you have c o m p l e t e d t h i s p o r t i o n , r a i s e y o u r hand and
I w i l l g i v e you t h e f i n a l s e c t i o n o f t h i s s u r v e y .
[The i n f o r ­
m a t i o n g a t h e r e d fr o m t h e f i n a l s e c t i o n was f o r d i s t r i c t p u r p o s e s
o n l y , and n o t p a r t o f t h i s s t u d y . ] D i r e c t i o n s a r e s e l f - e x p l a n a t o r y .
I w i l l a n s w e r any q u e s t i o n s you have i n d i v i d u a l l y .
When you f i n i s h ,
t u r n in a l l p a r t s t o g e t h e r .

A dm inistration o f the
Teacher-C onsultant Interview
Each o f t h e t w e l v e t e a c h e r - c o n s u l t a n t s was i n t e r v i e w e d i n d i ­
vidually.

The i n t e r v i e w s t o o k p l a c e d u r i n g t h e l a s t week o f May and

t h e f i r s t two weeks o f J u n e , 1978.
the fin a l

te a c h e r m eeting.

T h i s was w i t h i n one week a f t e r

The t e a c h e r - c o n s u l t a n t s had n o t a t t e n d e d

t h e t e a c h e r m e e t i n g s i n t h e i r b u i l d i n g s i n which t h e s u r v e y s had been
conducted.

T h e r e was no way o f c o n t r o l l i n g c o n v e r s a t i o n between

t e a c h e r s and t e a c h e r - c o n s u l t a n t s a b o u t p r o b l e m s o r a s s i s t a n c e i n d i ­
v i d u a l t e a c h e r s may have i d e n t i f i e d d u r i n g t h e i r p a r t i c i p a t i o n in t h e
survey.

However, t h e r e was n o t an o p p o r t u n i t y f o r i n t e r v i e w e e s t o

have knowledge o f c o l l e c t i v e r e s u l t s o f t h e t e a c h e r s u r v e y e i t h e r by
b u i l d i n g o r by d i s t r i c t .

41

The f o l l o w i n g s c r i p t was u s e d f o r e a c h o f t h e i n t e r v i e w s .
Whenever r e s p o n s e s w er e r e q u e s t e d , t h e y w ere r e c o r d e d by t h e e x a m i n e r
on t h e t e a c h e r - c o n s u l t a n t q u e s t i o n n a i r e f o r m .

In an a t t e m p t t o make

r e s p o n s e s a s s p e c i f i c a s p o s s i b l e , o t h e r p r om pt s w ere u s e d , s u c h a s :
" T e l l me more e x a c t l y how you would d e s c r i b e t h e p ro b le m " o r " I s
t h e r e a n y t h i n g e l s e you can t e l l me a b o u t t h a t , " e t c .
B e f o r e we b e g i n t h e i n t e r v i e w , I nee d you t o g i v e me some
i n f o r m a t i o n a b o u t y o u r e x p e r i e n c e s and y o u r j o b .
What g r a d e s do you work w i t h ?
How many y e a r s o f e x p e r i e n c e hav e you had?
How many h a n d i c a p p e d s t u d e n t s a r e c u r r e n t l y on y o u r c a s e l o a d ?
How many o f y o u r c a s e l o a d a r e m a i n s t r e a m e d ?
What t y p e o f h a n d i c a p s do you c u r r e n t l y s e r v e ?
What c e r t i f i c a t i o n a n d / o r e n d o r s e m e n t s do you ha ve?
We a r e d o i n g a s t u d y a s k i n g c l a s s r o o m t e a c h e r s t o i d e n t i f y
p r o b le m s and n e ed e d a s s i s t a n c e o r s e r v i c e s f o r m a i n s t r e a m e d ,
handicapped c h i ld r e n .
We f e e l i t i s i m p o r t a n t t o g e t a p i c t u r e
o f m a i n s t r e a m i n g from t h e p e r s p e c t i v e o f t h e t e a c h e r c o n s u l t a n t
as w e ll.
Your r e s p o n s e s w i l l be k e p t c o m p l e t e l y c o n f i d e n t i a l .
A n a l y s i s w i l l be done a t MSU.
F i r s t I would l i k e you t o t e l l me a b o u t p r o b l e m s you e n c o u n t e r
as a te a c h e r - c o n s u lt a n t while providing a s s i s t a n c e o r s e r v i c e s to
m ainstream ed, handicapped c h i l d r e n .
Now we hav e a l i s t i n g o f p r o b l e m s yo u f a c e a s t h e t e a c h e r consultant.
L e t ' s go back o v e r them and I ' d l i k e you t o t e l l me
w h at would h e l p t o s o l v e t h e p r o b l e m s .
[ A t t h i s p o i n t , t h e exam­
in e r presented p re v io u sly i d e n t i f i e d problem s.]
We've t a l k e d a b o u t p r o b le m s from y o u r p e r s p e c t i v e a s t h e
teacher-consultant.
I ' d l i k e you t o p u t y o u r s e l f i n t h e p l a c e o f
t h e c l a s s r o o m t e a c h e r , and t e l l me w h a t you t h i n k a r e t h e p r o b ­
lems t h e c l a s s r o o m t e a c h e r i s mo st c o n c e r n e d a b o u t t h a t a f f e c t
h e r / h i m b e c a u s e t h e y have a h a n d i c a p p e d c h i l d m a i n s t r e a m e d i n
t h e i r classroom.
Thes e m i g h t be b e h a v i o r s o f t h e c h i l d o r f a c t o r s
o u t s i d e o f t h e c h i l d t h a t c r e a t e problems t h a t m ight r e q u i r e a s s i s ­
tance.
Do you p r o v i d e o r a t t e m p t t o p r o v i d e a s s i s t a n c e t o s o l v e any
o f t h e s e p r o b l e m s ? [Each p r o b l e m was t h e n d i s c u s s e d and r e s p o n s e s
recorded. ]
You h av e c e r t i f i c a t i o n i n t h e a r e a o f [ w h a t e v e r d i s a b i l i t y was
i n d i c a t e d on d e m o g r a p h ic d a t a s h e e t ] .
Y o u 'v e a l s o i n d i c a t e d t h a t
you p r o v i d e s e r v i c e s f o r c h i l d r e n who a r e l a b e l e d [ w h a t e v e r d i s ­
a b i l i t i e s a r e on c a s e l o a d ] .
Do you f e e l you hav e any p a r t i c u l a r
p r o b l e m s r e s u l t i n g fr o m n o t b e i n g c e r t i f i e d i n t h e d i s a b i l i t y a r e a
o f some o f t h e c h i l d r e n t o whom you a r e p r o v i d i n g s e r v i c e ?
[If
yes]:
What a r e t h e p r ob le m s you f e e l you have b e c a u s e o f n o t b e i n g

42

c e r t i f i e d i n t h e same a r e a o f t h e d i s a b i l i t y o f t h e c h i l d you
hav e been a s k e d t o s e r v e ?
T h i s i s t h e l a s t q u e s t i o n . A p p r o x i m a t e l y w h at p e r c e n t o f
y o u r da y would you e s t i m a t e i s s p e n t (1 ) w o r k in g d i r e c t l y w i t h
c h i l d r e n and ( 2 ) w o r k i n g w i t h t e a c h e r s ? Would you ch a n g e t h i s
i f you c o u l d ? I f y e s , how would you ch an g e t h e p e r c e n t a g e ?
At t h e end o f t h e i n t e r v i e w , t e a c h e r - c o n s u l t a n t s were g i v e n
the f in a l

pag e o f t h e form u s e d w i t h t e a c h e r s .

They were a s k e d t o

r a t e t h e i r a t t i t u d e i n g e n e r a l a b o u t m a i n s t r e a m i n g and t o l i s t t h e
f a c t o r s t h a t made them f e e l t h a t way.

They w e r e a l s o t o l d t h a t t h e y

w ere n o t l i m i t e d t o t h e f i v e numbers on t h e pag e b u t c o u l d l i s t as
many f a c t o r s a s t h e y w i s h e d .
D iffe re n c e s in A d m in istra tio n
o f T e a c h e r and T e a c h e r Consultant Q uestionnaires
Two m a j o r d i f f e r e n c e s need t o be a d d r e s s e d i n t h e a d m i n i s t r a ­
tio n of th e instrum ents.

The f i r s t d i f f e r e n c e i s w i t h r e g a r d t o gr ou p

a d m i n i s t r a t i o n o f t h e t e a c h e r q u e s t i o n n a i r e in c o n t r a s t t o th e i n d i ­
vidual

i n t e r v i e w p r o c e d u r e u s ed w i t h t e a c h e r c o n s u l t a n t s .

t e a c h e r s would h a v e e a c h been i n t e r v i e w e d i n d i v i d u a l l y .
and t i m e i n v o l v e d made t h i s i m p o s s i b l e .

Ideally,
The numbers

The q u e s t i o n n a i r e was p r e ­

s e n t e d p e r s o n a l l y t o sm al l g r o u p s o f t e a c h e r s d u r i n g a s c h e d u l e d b u i l d ­
i n g m e e t i n g r a t h e r t h a n u s i n g a l e s s p e r s o n a l i z e d a p p r o a c h s u ch a s a
m ail-out.

The 94 p e r c e n t r e s p o n s e r a t e a s w e l l a s t h e t i m e d e v o t e d by

t e a c h e r s d u r i n g t h e m e e t i n g (minimum o f f o r t y - f i v e m i n u t e s ) a p p e a r e d
to d em o n strate t h e i r i n t e r e s t in p ro v id in g com plete in fo rm atio n .
T e a c h e r s w ere a d v i s e d o f t h e c o n f i d e n t i a l i t y o f t h e i r r e s p o n s e s ,
b o t h w i t h r e g a r d t o s t u d e n t s t h e y had i d e n t i f i e d and a l l o t h e r m a t t e r s .

43

As a c o n s e q u e n c e , i t was n o t p o s s i b l e t o r e q u e s t r e s p o n s e s from
t e a c h e r - c o n s u l t a n t s a b o u t c h i l d r e n who had been i d e n t i f i e d by t e a c h e r s .
T r e a t m e n t o f t h e Data
The d a t a o b t a i n e d from t h e o p e n - e n d e d r e s p o n s e s fr om t e a c h e r s
and t e a c h e r - c o n s u l t a n t s were code d and a n a l y z e d .

Coding P r o c e d u r e s
C a t e g o r i e s were i n i t i a l l y d e v e l o p e d by g r o u p i n g r e s p o n s e s
o b t a i n e d from p i l o t a d m i n i s t r a t i o n o f t h e q u e s t i o n n a i r e .

One u n i v e r ­

s i t y p r o f e s s o r e x p e r i e n c e d w i t h c o d i n g p r o c e d u r e s and d a t a a n a l y s i s
and t h i s i n v e s t i g a t o r r e a d e a c h r e s p o n s e f o r " p r o b l e m s " w i t h i n t h e
context of a ll

t h e d e s c r i p t i v e d a t a t e a c h e r s had p r o v i d e d , i n c l u d i n g :

(1 ) p r o b l e m , (2) a s s i s t a n c e r e c e i v e d , and (3) a s s i s t a n c e n e e d e d .
Each r e s p o n s e was j u d g e d a c c o r d i n g t o w h e t h e r o r n o t i t was c o n c e p ­
t u a l l y l i k e o r c o n c e p t u a l l y d i f f e r e n t from a n o t h e r r e s p o n s e ; i . e . ,
"low a c a d e m i c p e r f o r m a n c e " compared t o " d i s r u p t s c l a s s " would be
a s s i g n e d t o two d i f f e r e n t c a t e g o r i e s .
reading s k i l l s , "

I f t h e n e x t r e s p o n s e was "low

i t would be g ro u p e d w i t h "low a c a d e m i c s k i l l s . "

t h e n e x t r e s p o n s e was " p o o r h e a l t h , " a new g r o u p i n g would b e g i n .

If
Both

p e o p l e had t o a g r e e on t h e i n t e r p r e t a t i o n b e f o r e t h e s t a t e m e n t was
classified.

A s i m i l a r p r o c e d u r e was u se d by t h i s

in v e s tig a to r, alone,

t o e s t a b l i s h c a t e g o r i e s f o r " a s s i s t a n c e r e c e i v e d " and " n e e d e d , "
" r e a s o n s f o r d i s s a t i s f a c t i o n w i t h a s s i s t a n c e , " and " f a c t o r s a f f e c t i n g
a ttitu d e s."

T e a c h e r - c o n s u l t a n t r e s p o n s e s were code d t o t h e c a t e g o r i e s

w hic h had been e s t a b l i s h e d from t e a c h e r r e s p o n s e s f o r (1 ) p r o b le m s
t h e y f e l t would be o f c o n c e r n t o t e a c h e r s ,

(2) a s s i s t a n c e p ro v id e d to

44

s o l v e t h e s e p r o b l e m s , and (3) f a c t o r s a f f e c t i n g t h e i r a t t i t u d e .
Beca use r e s p o n s e s i d e n t i f y i n g p r o b le m s w i t h which t h e y were c o n c e r n e d
i n p r o v i d i n g a s s i s t a n c e w ere c o n c e p t u a l l y d i f f e r e n t from any o f t h e
c a t e g o r i e s u s e d f o r t e a c h e r r e s p o n s e s , new c a t e g o r i e s were d e v e l o p e d
f rom t h e i r r e s p o n s e s .
C e r t a in d i f f i c u l t i e s a r o s e in t h e coding p ro c e d u re .

B ec a us e

some i t e m s w e r e open t o d i f f e r e n t i n t e r p r e t a t i o n s and t h e r e a p p e a r e d
t o be o v e r l a p i n some o f t h e r e s p o n s e s , mutual e x c l u s i v e n e s s was p r o b ­
ably not f u l l y achieved.

In a d d i t i o n , t h e ba c k g r o u n d and e x p e r i e n c e s

o f p e r s o n s who i d e n t i f y t h e m a j o r c a t e g o r i c a l g r o u p i n g s c o u l d have an
i n f l u e n c e on t h e s e l e c t i o n o f t h e c l a s s i f i c a t i o n s y s t e m ; i . e . , one
p e r s o n m i g h t c h o o s e t o g r o u p r e s p o n s e s o f "more o n e - o n - o n e i n s t r u c t i o n
ne ed e d" in a c a t e g o r y e n t i t l t e d Reduced C l a s s S i z e w h i l e a n o t h e r p e r ­
son w i t h a c i f f e r e n t b a c k g r o u n d and e x p e r i e n c e s m i g h t view t h i s a s
Increased Support Needs.

A n o t h e r exam ple i s t h a t r e s p o n s e s o f p r o b ­

lems s u ch a s " w i t h d r a w a l " o r " d o e s n ' t p a r t i c i p a t e i n c l a s s a c t i v i t i e s "
m i g h t be c l a s s i f i e d u n d e r a h e a d i n g o f C l a s s A d j u s t m e n t F a i l u r e —
N o n d isruptive/N onag gressive w hile an o th e r person might e s t a b l i s h a
c a t e g o r y o f B e h a v i o r s C h a r a c t e r i s t i c o f Em oti on al o f P e r s o n a l i t y
D isorders.
In o r d e r t o overcome some o f t h e s e l i m i t a t i o n s , one u n i v e r s i t y
p r o f e s s o r f a m i l i a r w i t h s p e c i a l e d u c a t i o n and c o d i n g p r o c e d u r e s was
a s k e d t o c h e c k t h e v a l i d i t y o f t h e c o d i n g by i n d e p e n d e n t l y c o d i n g t h e
responses o f t h i r t y o f th e seventy-one t e a c h e r s , using th e c a t e g o r ie s
w hi ch had been d e v e l o p e d and used e a r l i e r t o cod e a l l

responses.

It

became a p p a r e n t t h a t t h e p e r c e n t a g e o f a g r e e m e n t was u n s a t i s f a c t o r y .

45

To a s s u r e a h i g h e r d e g r e e o f a c c u r a c y w i t h r e g a r d t o c l a s s i f i c a t i o n
and c o d i n g , a l l

o f t h e r e s p o n s e s w ere r e c o d e d u s i n g t h e f o l l o w i n g

procedure:
1.

The o r i g i n a l

c a t e g o r i e s w ere r e c l a s s i f i e d u s i n g m a j o r

c o n c e p t u a l g r o u p i n g s w i t h more s p e c i f i c s u b c a t e g o r i e s u n d e r e ac h o f
th e s e major h e a d in g s.

I t was a l s o fo un d n e c e s s a r y t o combine some

o f t h e o r i g i n a l c a t e g o r i e s b e c a u s e o f c o n c e p t u a l o v e r l a p and t o e s t a b ­
l i s h some new c a t e g o r i e s w hich more s p e c i f i c a l l y r e f i n e d t h e newly
e s t a b l i s h e d major conceptual groupings.
2.

Each o f t h e r e s p o n s e s was coded by t h i s

i n v e s t i g a t o r and

one u n i v e r s i t y p r o f e s s o r e x p e r i e n c e d i n s p e c i a l e d u c a t i o n and c o d i n g
p r o c e d u r e s , u s i n g t h e new c l a s s i f i c a t i o n s y s t e m .

Coding was i n i t i a l l y

done i n d e p e n d e n t l y f o r t h e f i r s t g r o u p o f p r o b l e m s .
compared.

R e s u l t s were

I f t h e r e s p o n s e was n o t coded by b o t h p e o p l e t o t h e same

c a t e g o r y , t h e i t e m was d i s c u s s e d i n o r d e r t o a t t e m p t t o r e a c h a g r e e ­
me nt.

I f a g r e e m e n t c o u l d n o t be r e a c h e d , t h e i t e m was d e s i g n a t e d n o t

c o d a b l e and was n o t i n c l u d e d i n t h e r e s u l t s .

A fter the f i r s t group,

some r e s p o n s e s w e r e u n a b l e t o be cod ed i n d e p e n d e n t l y and d i s c u s s i o n
to o k p l a c e i m m e d i a t e l y .

I f a g r e e m e n t c o u l d n o t be r e a c h e d , t h e i t e m

was e l i m i n a t e d .
3.

I f a t e a c h e r made two o r more r e s p o n s e s which w ere s i m i l a r

enough i n c o n c e p t t o be a s s i g n e d t o t h e same c a t e g o r y , t h e r e s p o n s e
was o n l y c o u n t e d o n c e .
The c a t e g o r i e s which e v o l v e d from t h i s p r o c e d u r e a r e d e s c r i b e d
i n C h a p t e r IV.

A ll r e s p o n s e s c o n t a i n e d t h e r e i n a r e t h o s e f o r w hic h

t h e r e was c o m p l e t e a g r e e m e n t be tw ee n t h e two r a t e r s .

46

Data-Anal.ysis P rocedures
The d a t a o b t a i n e d from t h e r e s p o n s e s o f t h e t e a c h e r s and
t e a c h e r - c o n s u l t a n t s w ere a n a l y z e d by t a b u l a t i n g t h e numbers and p e r ­
centage of responses to provide a d e s c r ip tio n o f th e p erce p tio n s of
m a i n s t r e a m i n g d e s c r i b e d by t e a c h e r s and t e a c h e r c o n s u l t a n t s .

CHAPTER IV
ANALYSIS AND DISCUSSION OF RESULTS
Introduction
T h i s c h a p t e r p r e s e n t s an a n a l y s i s and d i s c u s s i o n o f t h e d a t a .
An a t t e m p t i s made t o i d e n t i f y f i n d i n g s o f p a r t i c u l a r i n t e r e s t which
may a s s i s t i n d e s c r i b i n g c e r t a i n a r e a s r e l a t e d t o t h e p r a c t i c e o f
m ainstream ing handicapped c h i l d r e n .

Fou r m a j o r a r e a s o f c o n c e r n

were a d d r e s s e d :
1.

I d e n t i f i c a t i o n o f p r o b le m s w hic h a r i s e f o r t e a c h e r s and
t e a c h e r - c o n s u l t a n t s when a h a n d i c a p p e d c h i l d ' s e d u c a ­
t i o n a l p ro g ra m c o n t a i n s p l a c e m e n t i n a r e g u l a r c l a s s r o o m
f o r any p o r t i o n o f t h e s c h o o l d ay.

2.

I d e n ti f ic a tio n of sp ecial education support s e rv ic e s ,
a c t u a l and n e e d e d , i n t e n d e d t o a s s i s t i n a l l e v i a t i n g
th e problems.

3.

I d e n t i f i c a t i o n o f c e r t a i n f a c t o r s w hic h c o n t r i b u t e t o
s u c c e s s f u l o r u nsu ccessfu l mainstream placem ents.

4.

I d e n t i f i c a t i o n o f f a c t o r s w h ic h a f f e c t a t t i t u d e o f
t e a c h e r s and t e a c h e r - c o n s u l t a n t s to w a r d m a i n s t r e a m i n g .

Fo r e a c h o f t h e f o u r m a j o r a r e a s o f c o n c e r n i d e n t i f i e d a b o v e ,
r e s u l t s a r e p r e s e n t e d i n an a t t e m p t t o a n s w e r s p e c i f i c q u e s t i o n s
exam ine d i n t h i s s t u d y .

The r e a d e r s h o u l d be awar e t h a t t h e r e s u l t s

o f t h i s s t u d y a r e d e s c r i p t i v e and e x p l o r a t o r y i n n a t u r e .

The com­

p l e x i t y and v a r i e t y o f t h e i n d i v i d u a l , o p e n - e n d e d r e s p o n s e s d i d n o t
p e r m i t an i n - d e p t h s t a t i s t i c a l

a n a ly sis o f the r e s u l t s .

S im ilarly,

i n t h o s e i n s t a n c e s where s p e c i f i c r e s p o n s e s w ere e l i c i t e d , no f o r m a l

47

48

s t a t i s t i c a l a n a l y s i s was done b e c a u s e o f t h e d e s c r i p t i v e an d e x p l o r a ­
to ry natu re o f th e study.
in itia l

An a t t e m p t h a s bee n made t o p r o v i d e an

view o f m a i n s t r e a m i n g t h r o u g h i d e n t i f y i n g t h e c o n c e r n s and

f e e l i n g s e x p r e s s e d by t e a c h e r s and t e a c h e r - c o n s u l t a n t s .
The r e s u l t s a r e d i s c u s s e d u n d e r e a c h m a j o r a r e a o f c o n c e r n
i n t h i s c h a p t e r i n an a t t e m p t t o i d e n t i f y i s s u e s r e l a t e d t o m a i n s t r e a m i n g which nee d f u r t h e r i n - d e p t h s t u d y .
I d e n t i f i c a t i o n o f P ro ble m s
The d a t a w ere a n a l y z e d i n an a t t e m p t t o exa m ine c e r t a i n q u e s ­
t i o n s r e l a t e d t o p r o b le m s w hich a r i s e f o r t e a c h e r s and t e a c h e r c o n s u l t a n t s when a h a n d i c a p p e d c h i l d ' s e d u c a t i o n a l p r o g ra m c o n t a i n s
p l a c e m e n t i n a r e g u l a r c l a s s r o o m f o r an y p o r t i o n o f t h e s c h o o l d a y .
1.

What a r e t h e p r ob le m s c l a s s r o o m t e a c h e r s a s s o c i a t e w i t h
placem ent o f a handicapped c h i l d in t h e i r classroom ?

2.

What a r e t h e p r ob le m s t e a c h e r - c o n s u l t a n t s p e r c e i v e t o be
o f c o n c e r n t o c l a s s r o o m t e a c h e r s who hav e a h a n d i c a p p e d
c h ild in t h e i r classroom?

3.

Are t h e r e d i f f e r e n c e s b et w ee n t h e f r e q u e n c y w i t h which
c e r t a i n ty p e s o f problem s, i . e . , academic l e a r n i n g ,
b e h a v i o r , e t c . , a r e i d e n t i f i e d by c l a s s r o o m t e a c h e r s and
teach er-co n su ltan ts?

4.

What a r e t h e p r o b le m s t h a t t e a c h e r - c o n s u l t a n t s a s s o c i a t e
w i t h p r o v i d i n g s e r v i c e s t o h a n d i c a p p e d c h i l d r e n i n m a in ­
streamed environm ents?

R esults
What a r e t h e p r o b le m s c l a s s r o o m t e a c h e r s a s s o c i a t e w i t h
placement o f a handicapped c h i l d in t h e i r classroom ?
The r e s p o n s e s g i v e n by t e a c h e r s and t e a c h e r - c o n s u l t a n t s
r e g a r d i n g p r o b le m s r e l a t e d t o m a i n s t r e a m i n g w e r e g r o u p e d i n t o e l e v e n

49
categories.

Six o f th e s e c a t e g o r ie s a r e r e l a t e d to behavior o f th e

c h i l d , t h r e e r e l a t e t o t h e t e a c h e r , and two a p p e a r t o be u n r e l a t e d
s p e c if i c a l ly to the c h ild or to the te ach er.

The e l e v e n c a t e g o r i e s

include:
P ro ble m s R e l a t i n g t o t h e B e h a v i o r o f t h e C h i l d
A.
B.
C.
D.
E.
F.

A tte n d in g Behaviors
P h y s i c a l o r H e a l t h - R e l a t e d P ro bl em s
I n a b i l i t y t o P e r f o r m Academic o r C l a s s r o o m Work
C o n d itio n s o r Behavior S u g g estiv e o f P o te n t ia l f o r
Em o tio n a l I m pa ir m en t
D is r u p tiv e /A g g re s s iv e Social Behavior
P o t e n t i a l S o c i a l / E m o t i o n a l A d j u s t m e n t P ro b le m , U n s p e c i f i e d

P ro b le m s R e l a t i n g t o t h e T e a c h e r o r T e a c h i n g F u n c t i o n
G.
H.
I.

Scheduling
Lack o f T e a c h e r P r e p a r a t i o n o r Knowledge
Adequacy o f S u p p o r t A s s i s t a n c e

O t h e r P r ob le m s
J.
K.

Home C o n d i t i o n s
S afety Issues

Category d e s c r i p t i o n s .--T he eleven c a te g o r ie s a re c h a r a c t e r ­
i z e d by t h e f o l l o w i n g d e s c r i p t i o n s :
P r ob le m s R e l a t i n g t o t h e B e h a v i o r o f t h e C h i l d
A.

A t t e n d i n g B e h a v i o r s - - A n y s t a t e m e n t which i m p l i e s t h a t t h e

c h i l d was h a v i n g a p ro b le m a t t e n d i n g t o t a s k s was i n c l u d e d i n t h i s
category.

Examples o f s t a t e m e n t s i n t h i s c a t e g o r y i n c l u d e :

in g w o r k , " "would n o t s t a y on t a s k , "
c l a s s , " "does n o t com plete work."

"finish­

" do es n o t pay a t t e n t i o n in

T h i s c a t e g o r y i s d i f f e r e n t from

C a t e g o r y D - - C o n d i t i o n s o r B e h a v i o r S u g g e s t i v e o f P o t e n t i a l f o r Emo­
tio n al

Im pairm ent--in t h a t the s tatem en ts a ssig n ed to t h i s categ o ry

m e n t i o n o r im p ly t h a t t h e c h i l d i s h a v i n g d i f f i c u l t y w i t h a t t e n d i n g

50

t o o r c o m p l e t i n g t a s k s r e l a t e d t o t h e c l a s s r o o m r a t h e r t h a n a more
g e n e r a l i z e d c l a s s a d ju stm e n t problem.
B.

P h y s i c a l o r H e a l t h - R e l a t e d P r o b l e m s — Any p r o b le m which

i n c l u d e d a r e f e r e n c e t o o r i m p l i c a t i o n o f p h y s i c a l p r o b le m s o r h e a l t h
n e e d s was i n c l u d e d i n t h i s c a t e g o r y , i . e . ,

" h e a l t h and g r o o m i n g , "

" h e a r i n g , " " p h y s i c a l p r o b l e m , " "wet p a n t s , " " b a th r o o m d i f f i c u l t i e s . "
C.

In ab ility

to

P e rf o rm Academic o r C la ss ro o m Work— T h i s

c a t e g o r y i n c l u d e d any s t a t e m e n t w hic h i m p l i e d t h a t t h e c h i l d had d i f ­
f i c u l t y in l e a r n i n g a c t i v i t i e s .

T h i s d i f f e r s from C a t e g o r y A in

t h a t t h e p r o b le m i m p l i e d i n s t a t e m e n t s i n t h i s c a t e g o r y i s one o f
l a c k o f a b i l i t y r a t h e r t h a n l a c k o f a t t e n t i o n o r d i f f i c u l t y i n com­
p l e t i o n o f work.

G e n e ra l s t a t e m e n t s s u c h a s " l e a r n i n g p r o b l e m s , "

" v e r y slow l e a r n e r , "

" l e a r n i n g d i s a b i l i t y , " and " s l o w r e a d e r " a r e

e x am p le s o f s t a t e m e n t s i n c l u d e d i n t h i s c a t e g o r y .
D.
Emotional

C onditions o r Behavior S uggestive o f P o te n t ia l f o r
I m p a i r m e n t — T h i s c a t e g o r y i n c l u d e d s t a t e m e n t s w hic h i m p l i e d

t h a t t h e s t u d e n t was n o t a d j u s t i n g t o t h e c l a s s r o o m o r d e m o n s t r a t e d
b e h a v i o r s o f t e n a s s o c i a t e d w i t h lo w e r e d s e l f - e s t e e m .

In a d d i t i o n ,

s t a t e m e n t s w hi ch i n d i c a t e c r i t i c i s m o r r e j e c t i o n by p e e r s were
assig n ed to t h i s c a te g o ry because th e s e a c t i v i t i e s could cause a
c h i l d t o have l o w e r s e l f - e s t e e m .

The s t a t e m e n t d i d n o t im p ly t h a t

t h e b e h a v i o r o r a c t i v i t y d e m o n s t r a t e d was d i s r u p t i v e t o t h e c l a s s o r
t h a t t h e c h i l d was a c t i n g i n an a g g r e s s i v e m a n n er .

Examples o f s p e ­

c i f i c statem en ts assig n ed to t h i s ca te g o ry included "extrem ely
q u i e t , " " i n a b i l i t y t o cop e w i t h d a i l y r o u t i n e , " "was n o t t r u s t w o r t h y , "

51

" b e i n g d i s c o u r a g e d by c r i t i c i s m o f o t h e r s , "

" fe e lin g s about s e l f

b e c a u s e o f b e i n g u n a b l e t o a c h i e v e , " " l y i n g , " and " s t e a l i n g . "
E.

D isru p tiv e /A g g re ssiv e Social Behavior—This categ o ry

i n c l u d e d b e h a v i o r s o r c h a r a c t e r i s t i c s o f t h e c h i l d which i n d i c a t e d
e x c e s s iv e a g g re s s io n a n d /o r d i s r u p t i o n in t h e c la ss ro o m .
o f s t a t e m e n t s i n c l u d e d in t h i s c a t e g o r y a r e a s f o l l o w s :
d isru p tio n of the c la s s ,"

Examples
"constant

" p e r s is te n t diso b ed ien ce," "behavior prob­

lem i n t h e c l a s s r o o m , " " a c t i n g o u t i n t h e c l a s s r o o m and on t h e p l a y ­
ground," "in ju re d o th e r s ,"
F.

Potential

" t h r o w i n g t h i n g s , " and " c o n s t a n t n o i s e . "

S o c i a l / E m o t i o n a l A d j u s t m e n t P r o b le m , U n s p e c i -

f i e d - - S t a t e m e n t s a s s i g n e d t o t h i s c a t e g o r y i n d i c a t e d t h a t t h e p r o b le m
was one o f t h e c h i l d ' s b e h a v i o r , b u t t h e r e was n o t enough i n f o r m a ­
t i o n t o i n d i c a t e i f i t was a b e h a v i o r c h a r a c t e r i s t i c o f an e m o t i o n a l
p r o b le m a s i n C a t e g o r y D o r a d i s r u p t i v e s o c i a l
i n C a t e g o r y E.

behavior as described

Examples o f r e s p o n s e s i n c l u d e d i n t h i s c a t e g o r y a r e

" i n a p p r o p r i a t e s o c i a l b e h a v i o r " and " e m o t i o n a l l y u p s e t . "
P ro ble m s R e l a t i n g t o t h e T e a c h e r o r T e a c h i n g F u n c t i o n
G.

S c h e d u l i n g —T h i s c a t e g o r y i n c l u d e s s t a t e m e n t s o f p r o b l e m s

w hi ch im ply o r s t a t e a c o n c e r n a b o u t s c h e d u l i n g o f c h i l d r e n o r t h e
movement o f c h i l d r e n i n and o u t o f t h e room.

Comments i n c l u d e

" d e c r e a s e d f l e x i b i l i t y in s c h e d u l i n g " and " s c h e d u l i n g . "
H.

Lack o f T e a c h e r P r e p a r a t i o n o r Knowledge— The c o n c e r n

t h a t te a c h e rs expressed assigned to t h i s categ o ry is lack of t r a i n i n g
o r knowledge r e l a t e d t o d e a l i n g w i t h h a n d i c a p p e d c h i l d r e n .

This c a t e ­

g o r y i n c l u d e d s t a t e m e n t s s u ch as " I d i d n ' t hav e t h e e x p e r i e n c e o r
t r a i n i n g t o t e a c h t h i s k in d o f c h i l d " and "I w on der ed i f I was h a n d l i n g

52

th e c h i ld e f f e c t i v e l y - - I d i d n ' t f e e l q u a l i f i e d to deal w ith his
emotional problem ."
I.

Adequacy o f S u p p o r t A s s i s t a n c e — S t a t e m e n t s a s s i g n e d t o

t h i s c a t e g o r y s t a t e d o r i m p l i e d t h a t t e a c h e r s d i d n o t have enough
ti m e t o p r o v i d e t h e c h i l d w i t h n e ed e d a s s i s t a n c e o r t h a t t h e y were
in some way d i s s a t i s f i e d w i t h t h e s u p p o r t a s s i s t a n c e b e i n g p r o v i d e d .
Examples o f s t a t e m e n t s i n c l u d e d i n t h i s c a t e g o r y a r e :
enough t i m e t o work w i t h t h e c h i l d , "

"not having

" d i s c i p l i n e in homeroom and

s p e c i a l e d u c a t i o n room d i f f e r e n t , " and " d i f f e r e n c e s i n c l a s s r o o m and
EMI room."
O th e r Problems
J.

Home C o n d i t i o n s — T h i s c a t e g o r y i n c l u d e d any p r o b le m in

which t h e t e a c h e r r e f e r r e d t o t h e home o r p a r e n t s in h i s / h e r d e s c r i p ­
t i o n o f th e problem, i . e . ,

"home p ro b le m s o f m a j o r s i z e , "

"parent

p r e s s u r e , " and " d e p r i v e d home l i f e . "
K.

S a f e ty I s s u e s - - T h i s c a te g o r y in c lu d e d problems concerned

w i t h s a f e t y o f t h e c h i l d e i t h e r d u r i n g an em ergency s i t u a t i o n o r
because o f t h e classroom environm ent not being adapted f o r a p a r t i c u ­
l a r handicapping c o n d itio n .

Examples o f s t a t e m e n t s a s s i g n e d t o t h i s

c a t e g o r y i n c l u d e " r em o vi ng h e r i n c a s e o f em ergency" and " I was c o n ­
cerned about h is p h y sical s a f e t y . "
Number o f r e s p o n s e s r e l a t e d t o p ro b le m i d e n t i f i c a t i o n . - - A t o t a l
o f 218 p r o b le m s w er e c i t e d by 71 c l a s s r o o m t e a c h e r s b a s e d on t h e i r
e x p e r i e n c e s w i t h 129 d i f f e r e n t h a n d i c a p p e d c h i l d r e n .

One h un d r ed two

o f t h e r e s p o n s e s w ere b a s e d on e x p e r i e n c e t e a c h e r s had had w i t h s e v e n t y
c h i l d r e n i d e n t i f i e d a s "m os t s u c c e s s f u l " p l a c e m e n t s , w i t h an a v e r a g e

53

o f 1.5 responses per te a c h e r.

One hu ndr ed s i x t e e n o f t h e r e s p o n s e s

w ere b as ed on f i f t y - n i n e c h i l d r e n i d e n t i f i e d by t h e t e a c h e r s as
" l e a s t s u c c e s s f u l " p l a c e m e n t s , w i t h an a v e r a g e o f 1 . 9 r e s p o n s e s p e r
teacher.

Four o f t h e 218 r e s p o n s e s were u n a b l e t o be coded b e c a u s e

o f t h e v a g u e n e s s o f t h e s t a t e m e n t s and t h e i n a b i l i t y o f t h e c o d e r s
t o a g r e e on a p a r t i c u l a r c a t e g o r y .

Th es e s t a t e m e n t s w er e e l i m i n a t e d .

T e a c h e r - c o n s u l t a n t s w ere a s k e d t o i d e n t i f y p r o b le m s a b o u t
w hic h t h e y t h o u g h t t e a c h e r s m i g h t be c o n c e r n e d .

F o r t y - f i v e p r ob le m s

w er e i d e n t i f i e d by t w e l v e t e a c h e r - c o n s u l t a n t s , w i t h an a v e r a g e o f 3 . 7
responses each.

T h i r t y - n i n e r e s p o n s e s w er e a b l e t o be coded t o c a t e ­

g o r i e s e s t a b l i s h e d from t e a c h e r r e s p o n s e s .
The d i f f e r e n c e i n t h e a v e r a g e number o f p r o b le m s c i t e d by
t e a c h e r s and t e a c h e r - c o n s u l t a n t s may be a t t r i b u t e d t o d i f f e r e n c e s in
d a ta -c o lle c tio n procedures.

T e a c h e r s w ere a s k e d t o be c h i l d - s p e c i f i c .

They were p r o v i d e d w i t h s p a c e f o r two p r o b l e m s f o r e ac h i d e n t i f i e d
child.

However, t h e y w ere n o t c o n s i s t e n t in t h e number o f p r o b le m s

identified.

The most p r o b le m s r e l a t e d t o one c h i l d i d e n t i f i e d by any

one t e a c h e r was f o u r .

The f e w e s t i d e n t i f i e d by any one t e a c h e r was

no ne.
T e a c h e r - c o n s u l t a n t s w ere i n t e r v i e w e d p e r s o n a l l y and were n o t
required to f i l l

o u t f o r m s , w h i l e t e a c h e r s w ere p r o v i d e d w i t h forms

in a sm all-group s e t t i n g .

Beca use an i n t e r v i e w e r was r e s p o n s i b l e f o r

r e c o r d i n g r e s p o n s e s o f t h e t e a c h e r - c o n s u l t a n t s , more r e s p o n s e s may
have been e l i c i t e d from t h i s g r o u p .

T e a c h e r - c o n s u l t a n t s w ere n o t

lim ited to s p e c if ic a lly id e n tifie d ch ild ren .

T h u s , t h e y were

r e s p o n d i n g from a b r o a d e r b a s e o f c h i l d r e n , w hic h may hav e a l l o w e d

54

them t o i d e n t i f y a g r e a t e r number o f p r o b le m s which t h e y p e r c e i v e d
t o be o f c o n c e r n t o t e a c h e r s .

The g r e a t e s t number o f p r o b le m s i d e n ­

t i f i e d by any one o f t h e t w e l v e t e a c h e r - c o n s u l t a n t s was f i v e .

The

f e w e s t was t h r e e .
Table 1 p r e s e n ts b a s ic s t a t i s t i c a l

data regarding the prob­

lems i d e n t i f i e d by t e a c h e r s and pr o bl em s which t e a c h e r - c o n s u l t a n t s
p e r c e i v e d t o be o f c o n c e r n t o t e a c h e r s .

E x a m in a t io n o f r e s p o n s e s

showed t h a t a s i n g l e p ro b le m i d e n t i f i a b l e u n d e r one o f t h e c a t e g o r i e s
may have been d e s c r i b e d f o r an i n d i v i d u a l s t u d e n t i n two o r t h r e e
s e p a r a t e i t e m s by t h e r e s p o n d e n t s .
arately,

R ather than count th e s e s e p ­

i t was d e t e r m i n e d t o c o u n t such d u p l i c a t i v e c i t a t i o n s as

one p r o b le m t y p e .

In t h i s way, a s d e s c r i b e d i n C h a p t e r I I I , d u r i n g

t h e a s s i g n m e n t o f r e s p o n s e s t o c a t e g o r i e s , d u p l i c a t e r e s p o n s e s when
c i t e d f o r any one c h i l d were e l i m i n a t e d .
In a d d i t i o n , f o r t h e p u r p o s e s o f T a b l e 1 , we a r e n o t i n t e r ­
e s te d in t o t a l

number o f r e s u l t i n g r e s p o n s e s , b u t r a t h e r i n t h e r e l a ­

t i v e number o f t e a c h e r s and t e a c h e r - c o n s u l t a n t s who i d e n t i f i e d
p a r t i c u l a r ty p e s o f problems.
Re s p o n s es r e p o r t e d i n t h i s t a b l e a r e t h e r e s u l t o f e l i m i n a t ­
i n g d u p l i c a t e r e s p o n s e s when r e p o r t e d by one t e a c h e r f o r b o t h s t u d e n t s
f o r whom s h e / h e was r e p o r t i n g ; e . g . , i f T e a c h e r A i d e n t i f i e d P r o b le m C
f o r b o t h a "most s u c c e s s f u l " p l a c e m e n t and f o r a " l e a s t s u c c e s s f u l "
p l a c e m e n t , i t was o n l y c o u n t e d once u n d e r t h a t c a t e g o r y .

By rem ovi ng

d u p l i c a t e r e s p o n s e s made by t e a c h e r s who had i d e n t i f i e d b o t h a "most
s u c c e s s f u l " and a " l e a s t s u c c e s s f u l " m a i n s t r e a m e d c h i l d , t h e number
o f co d ed r e s p o n s e s was r e d u c e d fr o m 214 t o 184.

Table 1 . —Problem types by number r e p o r t i n g , percentage o f re sp o n se s, and rank o r d e r a s s o c ia te d w ith mainstreaming handicapped stu d e n ts
as c i t e d by te a c h e r s and t e a c h e r - c o n s u l t a n t s .

Type of Problem

Number o f
Teachers
Reporting

Teachers
(N = 71)
Percent of
Teachers
Reporting

T eacher-C onsultants
(N = 12)
Rank

Number o f
T /C 's
Reporting

P erce nt of
T/C 's
Reporting

Rank

R elated to Child (140 problems)
A—Attending Behaviors

15

21%

5

3

25%

7.75

B—Physical o r Health R elated

11

15%

6

0

0

0

C— I n a b i l i t y to Perform Academic or
Classroom Work

41

58%

1

6

50%

2.5

D—C onditions or Behavior S uggestive of
P o t e n t i a l f o r Emotional Impairment

35

49%

3

5

42%

5.5

E—D isru p tiv e /A g g re ssiv e Social Behavior

36

51%

2

5

42%

5.5

F—P o te n ti a l S ocial/Em otional Adjustment
Problem, U nspecified

10

14%

7

3

25%

7.75

G—Scheduling

2

3%

10.5

3

25%

7.75

H—Lack o f Teacher P re p aratio n o r Knowledge

8

11%

8

6

50%

2.5

16

23%

4

7

58%

1.0

J —Home Conditions

4

6%

9

1

8%

10.0

K—S afety Issues

2

3%

10.5

0

0

R elated t o Teacher o r Teaching Function
(26 problems)

I —Adequacy o f Support A ssista n c e
Other

Not codable

4

0

0

56

Over 50 p e r c e n t o f t h e t e a c h e r s were c o n c e r n e d a b o u t p r o b l e m s
i n C a t e g o r y C - - I n a b i l i t y t o P e r f o r m Academic o r C l a s s r o o m Work (58%)
and C a t e g o r y E - - D i s r u p t i v e / A g g r e s s i v e S o c i a l B e h a v i o r (51%).

Forty-

n i n e p e r c e n t o f t h e t e a c h e r s were c o n c e r n e d a b o u t C a t e g o r y D— C o n d i ­
t i o n s o r B e h a v i o r S u g g e s t i v e o f P o t e n t i a l f o r Em otion al

Impairment.

The n e x t most f r e q u e n t l y i d e n t i f i e d t y p e s o f c o n c e r n s w ere C a t e g o r y I —
Adequacy o f S u p p o r t A s s i s t a n c e (23%) and C a t e g o r y A - - A t t e n d i n g
B e h a v i o r s (21%).

C a t e g o r y B— P h y s i c a l o r H e a l t h - R e l a t e d P ro ble m s

(15%) and C a t e g o r y F— P o t e n t i a l S o c i a l / E m o t i o n a l A d j u s t m e n t P r o b l e m ,
U n s p e c i f i e d (14%) w ere o f c o n c e r n t o o v e r 10 p e r c e n t o f t h e t e a c h e r s .
I t i s i n t e r e s t i n g t o n o t e t h a t t h e f i r s t t h r e e , and s i x o f t h e f i r s t
seven c a t e g o r i e s a r e r e l a t e d to th e c h i l d .
What a r e t h e p r o b le m s t e a c h e r c o n s u l t a n t s p e r c e i v e t o be
o f c o n c e r n t o c l a s s r o o m t e a c h e r s who have h a n d i c a p p e d c h i l ­
dren in t h e i r classro o m s?
T h i r t y - n i n e o f t h e f o r t y - f i v e r e s p o n s e s from t e a c h e r c o n s u l t a n t s were a b l e t o be coded u s i n g t h e same c a t e g o r i e s which
had been d e v e l o p e d from r e s p o n s e s made by c l a s s r o o m t e a c h e r s .

As i s

a p p a r e n t from t h e r e s u l t s r e p o r t e d in T a b l e 1 , t h e r e s p o n s e s w ere
varied.

F i f t y - e i g h t p e rc e n t o f the t e a c h e r - c o n s u lt a n ts thought

t e a c h e r s would be m o s t c o n c e r n e d a b o u t p r o b le m s code d t o C a t e g o r y I —
Adequacy o f S u p p o r t S e r v i c e .

P ro ble m s r e l a t e d t o C a t e g o r y C—

I n a b i l i t y t o P e r f o r m Academic o r C l a s s r o o m Work and C a t e g o r y H— Lack
o f T e a c h e r P r e p a r a t i o n o r Knowledge w er e r e p o r t e d by 50 p e r c e n t o f
the teach er-co n su ltan ts.

Forty-tw o p e rc e n t o r f i v e o f th e t e a c h e r -

c o n s u l t a n t s t h o u g h t t e a c h e r s would be c o n c e r n e d a b o u t C a t e g o r y D-C o n d i t i o n s o r B e h a v i o r S u g g e s t i v e o f P o t e n t i a l Em oti ona l

Impairment

57

and C a t e g o r y E - - D i s r u p t i v e / A g g r e s s i v e B e h a v i o r .

Tw enty-five p e rc e n t

o r t h r e e o f t h e t e a c h e r - c o n s u l t a n t s f e l t c l a s s r o o m t e a c h e r s would be
c o n c e r n e d a b o u t p r o b le m s r e l a t e d t o C a t e g o r y A—A t t e n d i n g B e h a v i o r ,
C a t e g o r y F— P o t e n t i a l S o c i a l / E m o t i o n a l A d j u s t m e n t P r o b le m , U n s p e c i ­
f i e d , and C a t e g o r y G - - S c h e d u l i n g .
T e a c h e r - c o n s u l t a n t s made s i x r e s p o n s e s f o r which no c a t e g o r y
was a v a i l a b l e .

B ec au se o f t h e c l a r i t y and u n i q u e n e s s o f t h e r e s p o n s e s ,

i t i s f e l t t h e y s h o u l d be i n c l u d e d :
1.
2.
3.
4.
5.

" H y p e r a c t i v i t y " — two r e s p o n s e s
" S p ecial ed u c a tio n kids throw t e s t s c o r e s o ff"
"L ack o f d i s c i p l i n e w i t h o t h e r k i d s — nee d t o d i s c i p l i n e
d i f f e r e n t l y than o th e rs "
" C h i l d r e n a r e d i f f e r e n t - - d o n ' t have c u l t u r a l a d v a n t a g e s
and have l a n g u a g e d e f i c i t s "
" N e g a t i v e f e e l i n g s o f p r i n c i p a l — no f o l l o w - t h r o u g h on
r e f e r r a l s o r re co m m en d at io n s "

Are t h e r e d i f f e r e n c e s between t h e f r e q u e n c y w i t h which
c e r t a i n t y p e s o f p r o b le m s a r e i d e n t i f i e d by c l a s s r o o m
t e a c h e r s and t e a c h e r - c o n s u l t a n t s ?
T a b l e 1 a l s o r a n k s t h e p r o b le m s i n t h e o r d e r o f f r e q u e n c y
w i t h which t h e y w ere r e p o r t e d by t e a c h e r s and by t e a c h e r - c o n s u l t a n t s .
As one co m pa re s t h e r a n k i n g o f t h e p r o b l e m s i n T a b l e 1, t h e d i f f e r ­
e n c e in numbers o f t e a c h e r s and t e a c h e r - c o n s u l t a n t s p a r t i c i p a t i n g in
t h e s t u d y m u s t be k e p t i n mind.

We c a n , h o w ev er , o b s e r v e c e r t a i n

d i f f e r e n c e s i n t h e p r ob le m s r e p o r t e d by t e a c h e r s and t h o s e pr ob le m s
te a c h e r-c o n su lta n ts expect teachers to experience.

O verall, c la s s ­

room t e a c h e r s f o c u s e d on p r o b le m s r e l a t e d t o t h e c h i l d , w h i l e t e a c h e r c o n s u l t a n t s more f r e q u e n t l y p r e d i c t e d t h a t c l a s s r o o m t e a c h e r s would
be more c o n c e r n e d a b o u t p r o b le m s r e l a t i n g t o t h e m s e l v e s , su ch as
" a d e q u a c y o f s u p p o r t a s s i s t a n c e " and " l a c k o f t e a c h e r p r e p a r a t i o n o r

58

k n o w le d g e . "

T e a c h e r s a p p e a r t o be more f r e q u e n t l y c o n c e r n e d a b o u t

" d i s r u p t i v e / a g g r e s s i v e b e h a v i o r " and " i n a b i l i t y t o p e r f o r m a ca d em i c
o r c l a s s r o o m work" t h a n t h e f r e q u e n c y w i t h which t e a c h e r - c o n s u l t a n t s
would p r e d i c t t h e s e c o n c e r n s .
Before d is c u s s in g t h e r e s u l t s o f t h i s area o f concern, i t is
i m p o r t a n t t h a t a f o u r t h q u e s t i o n be a d d r e s s e d .
What a r e t h e p r o b le m s t h a t t e a c h e r - c o n s u l t a n t s a s s o c i a t e
w ith p ro v id in g s e r v i c e s to handicapped c h i ld r e n in re g u ­
l a r classrooms?
The r e s p o n s e s were g r o u p e d i n t o e i g h t c a t e g o r i e s .

R es p o n s es

cod ed t o f i v e o f t h e c a t e g o r i e s a p p e a r t o be p r o b le m s o f c o n c e r n
r e l a t e d to th e classroom te a c h e r .

The r e m a i n i n g t h r e e c a t e g o r i e s

r e l a t e t o o t h e r c o n d i t i o n s w hich may c r e a t e p ro bl em s i n d e l i v e r y o f
services.

The e i g h t c a t e g o r i e s i n c l u d e :

T e a c h e r - R e l a t e d Problems
A.
B.
C.
D.
E.

N e g a t i v e T e a c h e r A t t i t u d e Toward Ha n di ca p pe d C h i l d r e n
Lack o f Communication a n d / o r C o o p e r a t i o n w i t h C l a s s r o o m
Teacher
C la ss r oo m T e a c h e r ' s Lack o f Background and Knowledge
Lack o f F o l lo w - T h r o u g h o r A p p r o p r i a t e Change i n t h e
C la ss r oo m
D i s c i p l i n e Used by C la ss r o om T e a c h e r s

O t h e r Problems
F.
G.
H.

Scheduling
Lack o f A c c e p t a n c e by Nonhandicapped
Lack o f S u p p o r t o r I n t e r e s t o f A d m i n i s t r a t o r s

C a t e g o r y d e s c r i p t i o n s . - - T h e c a t e g o r i e s a r e c h a r a c t e r i z e d by
th e follow ing d e s c r ip tio n s .
T e a c h e r - R e l a t e d Pro blem s
A.

N e g a t i v e T e a c h e r A t t i t u d e Toward H a n di ca pp ed C h i l d r e n - -

R es p o n s es code d u n d e r t h i s c a t e g o r y s t a t e d o r i m p l i e d t h a t t e a c h e r s

59

had a n e g a t i v e a t t i t u d e t o w a r d h a n d i c a p p e d c h i l d r e n .
responses include:

Examples o f

" t e a c h e r s s i n g l e d them o u t a s t h e o ne s who d i d

t h i n g s w r o n g ," " l a c k o f u n d e r s t a n d i n g o f t h e h a n d i c a p p e d , " and
" in c o n s id e ra te o f handicapped."
B.

Lack o f Communication a n d / o r C o o p e r a t i o n w i t h C la ss ro o m

Teachei— R es p o n s es coded u n d e r t h i s c a t e g o r y i n d i c a t e d a c o n c e r n t h a t
t e a c h e r s and t e a c h e r - c o n s u l t a n t s d i d n o t hav e enough p e r s o n a l c o n ­
t a c t w ith each o t h e r to d i s c u s s th e c h i l d or s o lv e problems.

Some

r e s p o n s e s i m p l i e d t h a t t h e c l a s s r o o m t e a c h e r would n o t s e e k h e l p from
the te a c h e r-c o n su lta n t.

Examples o f r e s p o n s e s i n c l u d e "c o m m u n ic a t io n "

a s t h e p r o b l e m , " l a c k o f c o n s i s t e n c y , " and " l i t t l e c o o p e r a t i o n t o
work o u t p r o b l e m s . "
C.

C l a s s r o o m T e a c h e r ' s Lack o f Background and Knowledge—

Re s po ns es a s s i g n e d t o t h i s c a t e g o r y i n d i c a t e d t h a t t e a c h e r - c o n s u l t a n t s
f e l t t h e c l a s s r o o m t e a c h e r ' s l a c k o f b a c k g r o u n d a n d / o r knowledge a b o u t
s p e c i a l e d u c a t i o n made i t d i f f i c u l t t o p r o v i d e s e r v i c e s b e c a u s e t h e
"classro o m t e a c h e r did n o t u n d e rstan d what th e y [ t e a c h e r - c o n s u l t a n t s ]
were t a l k i n g a b o u t " o r b e c a u s e t h e " c l a s s r o o m t e a c h e r f e l t incompe­
ten t."
D.

Lack o f F o l l o w - T h r o u g h o r A p p r o p r i a t e Change i n t h e

C l a s s r o o m — R es p o n s es code d u n d e r t h i s c a t e g o r y i n d i c a t e d t h a t t h e
c l a s s r o o m t e a c h e r had s a i d h e / s h e would do s o m e t h i n g and d i d n ' t , o r
t h e t e a c h e r - c o n s u l t a n t f e l t t h a t a ch an g e s h o u l d be made b u t was n o t
don e.

Examples o f r e s p o n s e s coded u n d e r t h i s c a t e g o r y i n c l u d e :

" r e g u l a r t e a c h e r s do n o t ch an g e a n y t h i n g f o r h a n d i c a p p e d c h i l d " and
" t h e y d o n ' t f o l l o w t h r o u g h on s u g g e s t i o n s . "

T h i s d i f f e r s from

60

C a t e g o r y B— Lack o f Communication a n d / o r C o o p e r a t i o n .

In C a t e g o r y D

t h e f o c u s i s on a ch a n g e n e ed e d i n t h e c l a s s r o o m a s d i f f e r e n t i a t e d
from a l a c k o f c o o p e r a t i v e e f f o r t , a s i s i m p l i e d i n C a t e g o r y B.
E.

D i s c i p l i n e Used by C l a s s r o o m T e a c h e r s - - R e s p o n s e s code d

u n d e r t h i s c a t e g o r y s t a t e d o r i m p l i e d t h a t t e a c h e r s u s ed i n a p p r o p ­
r i a t e d i s c i p l i n e f o r h a n d i c a p p e d c h i l d r e n o r us ed d i s c i p l i n e a s an
a l te r n a tiv e to m otivation.

"Teachers d i s c i p l i n e to help le a rn

r a t h e r t h a n m o t i v a t e " and " p u n i s h m e n t o f t e n u s e d " a r e e x a m p le s o f
re sp o n ses in t h i s c a t e g o r y .
O t h e r P rob lem s
F.

Scheduling--Responses assigned to t h i s categ o ry in d ic a te d

t h a t t h e r e was d i f f i c u l t y i n k e e p i n g t r a c k o f t h e s t u d e n t o r t h a t t h e
s t u d e n t m i s s e d o u t on t h i n g s b e c a u s e o f s c h e d u l i n g p r o b l e m s .

Examples

o f responses assigned to t h i s categ o ry s ta t e d "scheduling" or " d i f f i ­
c u l t y i n k e e p i n g t r a c k o f s t u d e n t " a s t h e p r o b le m .
G.

Lack o f A c c e p t a n c e by N o n h a n d ic a p p e d — R e s p o n s e s coded

under t h i s c a te g o r y s t a t e d o r im plied t h a t p eer r e j e c t i o n o r o th e r
i n d i c a t i o n s o f l a c k o f a c c e p t a n c e by n o n h a n d i c a p p e d p e e r s m i g h t have
a n e g a t i v e e f f e c t on t h e h a n d i c a p p e d c h i l d .

"Lack o f a c c e p t a n c e "

and " p e e r r e j e c t i o n i n t h e c l a s s r o o m " a r e e x am p le s o f r e s p o n s e s coded
under t h i s c a te g o r y .
H.

Lack o f S u p p o r t o r I n t e r e s t o f A d m i n i s t r a t o r s — R e s p o n s e s

coded u n d e r t h i s c a t e g o r y s t a t e d o r i m p l i e d t h a t a d m i n i s t r a t o r s were
d i s i n t e r e s t e d o r d i d n o t p r o v i d e s u p p o r t when t e a c h e r - c o n s u l t a n t s
f e l t t h e y nee de d i t .

"Lack o f s u p p o r t " o r " l a c k o f i n t e r e s t " a r e

e x am p le s o f r e s p o n s e s coded u n d e r t h i s c a t e g o r y .

61

Number o f r e s p o n s e s r e l a t e d t o p r o v i d i n g a s s i s t a n c e . — Thi r t y s i x p r o b l e m s r e l a t e d t o p r o v i d i n g a s s i s t a n c e were c i t e d by t w e l v e
t e a c h e r - c o n s u l t a n t s b a s e d on t h e i r e x p e r i e n c e s w i t h m a i n s t r e a m i n g .
T h i r t y - t w o o f t h e s e p r ob le m s w ere coded u n d e r t h e v a r i o u s d e s c r i b e d
categories.

Fou r o f t h e p ro b le m s were u n r e l a t e d t o t h e e s t a b l i s h e d

c a t e g o r i e s and a r e l i s t e d below:
1.
2.
3.
4.

" D i f f e r e n c e s i n home and s c h o o l s t a n d a r d s "
"Lack o f a d e q u a t e f a c i l i t i e s - - r o o m t o o s m a l l "
"Too many s t u d e n t s in room a t one t i m e t o i n d i v i d u a l i z e "
" T e a c h e r s e x p e c t a l l an s w e r s from s p e c i a l e d u c a t i o n —
l a y on ' h e a l i n g h a n d s ' "

T a b l e 2 p r e s e n t s t h e number and p e r c e n t a g e o f t e a c h e r c o n s u l t a n t s who made s t a t e m e n t s which w ere code d u n d e r e ac h o f t h e
c a te g o rie s described.

S ev en ty -fiv e p erce n t of the te a c h e r - c o n s u lta n ts

w ere c o n c e r n e d a b o u t C a t e g o r y A -- Lac k o f T e a c h e r A c c e p t a n c e o f t h e
H a n d ic a p p e d .

F o r t y - t w o p e r c e n t o f t h e t e a c h e r - c o n s u l t a n t s were

c o n c e r n e d a b o u t C a t e g o r y B— Lack o f Communication a n d / o r C o o p e r a t i o n
w i t h C l a s s r o o m T e a c h e r s and C a t e g o r y C— C la s s r o o m T e a c h e r ' s Lack o f
Background and Knowledge in S p e c i a l E d u c a t i o n .

S c h e d u l i n g was o f

c o n c e r n t o 34 p e r c e n t o f t h e t e a c h e r - c o n s u l t a n t s .
I t i s i n t e r e s t i n g to n o te t h e emphasis t h e t e a c h e r - c o n s u l t a n t s
p l a c e d on p r o b le m s r e l a t i n g t o t h e a t t i t u d e s ,
of the te ach er.

k n o w le d ge , o r b e h a v i o r s

Twenty-four o f th e t h i r t y - s i x responses d e a l t w ith

t h e s e p r o b l e m s w hic h i m p l i e d some d e f i c i e n c i e s i n t h e t e a c h e r s .

Only

two o f t h e t h i r t y - s i x r e s p o n s e s r e l a t e d t o d i f f i c u l t i e s p r o d u c e d by
s t u d e n t s ; b o t h r e l a t e d t o p e e r a c c e p t a n c e by t h e n o n h a n d i c a p p e d .
r e s p o n s e s were r e l a t e d t o th e b e h av io r o f th e handicapped c h i l d .

No

62

T a b l e 2 . — Pr oblem t y p e s by number and p e r c e n t a g e a s s o c i a t e d w i t h
p ro v id in g s e r v ic e s r e l a t e d t o m ainstream ed, handicapped
c h i l d r e n a s - r e p o r t e d by t e a c h e r - c o n s u l t a n t s .
Teacher-C onsultants
(N = 12)
Pr oblems

Number o f
T /C 's
R eporting

Percent of
T /C 's
Reporting

A - - N e g a t i v e T e a c h e r A t t i t u d e Toward
H an d ic a p p ed C h i l d

9

75%

1

B— Lack o f Communication a n d / o r
C o o p eratio n w ith Classroom Teacher

5

42%

2.5

C— C la ss ro o m T e a c h e r ' s Lack o f Back­
gro un d and Knowledge

5

42%

2.5

D— Lack o f F o l l o w - T h r o u g h o r A pp ro p ­
r i a t e Change i n t h e C la ss r o o m

3

25%

5

E - - D i s c i p i i n e Used by C la ss r o o m
Teachers

2

17%

7

F— S c h e d u l i n g

4

34%

4

G— Lack o f A c c e p t a n c e by Non­
handicapped

2

17%

7

H— Lack o f S u p p o r t o r I n t e r e s t o f
A dm inistrator

2

17%

7

Rank

T e a c h e r - R e l a t e d Pro blem s

O th e r P ro ble m s

63

D i s c u s s i o n o f Data R e l a t e d t o
I d e n t i f i c a t i o n o f Pro blem s
The r e s u l t s o f t h i s s t u d y i n d i c a t e t h a t t h e p r o b le m s most
o f t e n i d e n t i f i e d by t e a c h e r s r e l a t e t o t h e c h i l d ' s b e h a v i o r .

The

t h r e e most o f t e n i d e n t i f i e d p r o b l e m s i n c l u d e d ( 1 ) I n a b i l i t y t o P e r f o r m
Academic o r C l a s s r o o m Work, (2) D i s r u p t i v e / A g g r e s s i v e S o c i a l B e h a v i o r ,
and (3) C o n d i t i o n s o r B e h a v i o r S u g g e s t i v e o r P o t e n t i a l f o r Em oti on al
Im p a i r m e n t .
In o r d e r t o compare t h i s s t u d y w i t h t h e r e s u l t s o f s i m i l a r
s t u d i e s c i t e d in C h a p t e r I I , a l i s t has been p r o v i d e d co m p ar in g t h e
t h r e e most o f t e n i d e n t i f i e d s u b c a t e g o r i e s o f Z a w a d z k i ' s C a t e g o r y 1 —
I n a p p r o p r i a t e C la s s r o o m B e h a v i o r , t h e t h r e e t o p c a t e g o r i e s i n M a r k e l l ' s
s t u d y , and t h e t h r e e m o s t o f t e n i d e n t i f i e d p r o b l e m c a t e g o r i e s i n t h i s
study.
Zawadzki

S lo a n

Markell

I n a b i l i t y to p e r­
f orm a c a d e m i c
. . . work

1.

2. Class conduct
pr ob le m s

2. " d i s c i p l i n e o r
b e h a v i o r p r o b le m s "

2. D i s r u p t i v e /
aggressive
behavior

3.

3. " d i f f i c u l t y l o c a t ­
in g m a t e r i a l "

3. C o n d i t i o n s o r
behavior suggestive
of potential for
em otional impairment

I n a b il it y to
a t t a i n basic
skilIs

"learning d i f f i ­
c u l t i e s . . ."

1.

1. Demands t o o much
te a c h e r time

In c o m p a r in g t h e s e t h r e e s t u d i e s , one f i n d s v e r y c l o s e a g r e e ­
ment w i t h two o f t h e t h r e e m a j o r c o n c e r n s c i t e d i n t h i s s t u d y .

While

p a r a l l e l c o m p a r i s o n s c a n ' t be made b e c a u s e t h e c a t e g o r i e s a r e some­
w h a t d i f f e r e n t and t h e p r e v i o u s s t u d i e s a r e b a s e d on e d u c a b l e m e n t a l l y

64

r e t a r d e d c h i l d r e n , i t i s o b v i o u s , when e x a m in in g t h e s u b c a t e g o r i e s
o f c a t e g o r y one i n Z a w a d z k i ' s s t u d y , t h a t two o f t h e t h r e e mo st o f t e n
r e p o r t e d " d e t e r r e n t s " i n h i s s t u d y a r e c o n s i s t e n t w i t h two o f t h e
t h r e e most o f t e n i d e n t i f i e d p r o bl em s i d e n t i f i e d i n t h i s s t u d y .
A l t h o u g h t h e number o f s u b j e c t s in M a r k e l V s s t u d y was much
s m a lle r than in th e p r e s e n t stu d y , i t i s i n t e r e s t i n g to note t h a t
two o f t h e t h r e e t o p c a t e g o r i e s o f r e s p o n s e s most f r e q u e n t l y r e p o r t e d
in M a r k e l V s s t u d y and t h e on es r e p o r t e d in t h i s s t u d y a r e a l s o i n
agreement.

The a g r e e m e n t between t h e s e t h r e e s t u d i e s would s u b s t a n ­

t i a t e t h a t t h e p r o b le m s which come t o t e a c h e r s ' minds i n o p e n - e n d e d
s t u d i e s a re r e l a t e d to e i t h e r th e i n a b i l i t y o f c h i ld r e n to perform
a c a d e m i c o r c l a s s r o o m work o r d i s r u p t i v e / a g g r e s s i v e b e h a v i o r .
T h e r e a p p e a r e d t o be s i m i l a r i t i e s between some o f t h e o t h e r
c a t e g o r i e s c i t e d i n e ac h o f t h e t h r e e s t u d i e s ; ho w ev er , t h e r a n k o r d e r
was d i f f e r e n t .

In a d d i t i o n , t h e number o f r e s p o n s e s w i t h i n e a c h o f

t h e r e m a i n i n g c a t e g o r i e s r e p r e s e n t e d f e w e r t h a n 25 p e r c e n t o f t h e
teachers.

T h u s , t h e y may r e p r e s e n t p r o b le m s o f s p e c i a l

significance

in p a r t i c u l a r c o n d i t i o n s b u t may n o t g e n e r a l l y be pro b le m s one may
e x p e c t i n m a i n s t r e a m i n g ; e . g . , h e a l t h - r e l a t e d p r o b le m s may be i d i o ­
s y n c ra tic to p h y s ic a lly or otherw ise h ealth -im p aired stu d e n ts, not
to mainstreamed c h i ld r e n in g e n e ra l.
One m i g h t p r e d i c t t h a t t e a c h e r s would be c o n c e r n e d a b o u t
d i s r u p t i v e / a g g r e s s i v e b e h a v i o r in t h e c l a s s r o o m b e c a u s e o f i t s e f f e c t
on t h e o t h e r s t u d e n t s and t h e d i f f i c u l t i e s i t m u s t c a u s e i n m a i n t a i n ­
i n g a good l e a r n i n g e n v i r o n m e n t , b u t t e a c h e r s i n t h i s s t u d y were eve n
more c o n c e r n e d a b o u t t h e c h i l d ' s i n a b i l i t y t o do ac ad em ic and c l a s s r o o m

65

work and n e a r l y e q u a l l y c o n c e r n e d a b o u t c o n d i t i o n s o r b e h a v i o r s u g g e s ­
t i v e o f p o t e n t i a l emotional

impairment.

The c o n c e r n o f t e a c h e r s w i t h

th e s e a r e a s , in p a r t i c u l a r ,

i s a l s o d e m o n s t r a t e d by t h e gap betwee n

t h e p e r c e n t a g e o f t e a c h e r s r e p o r t i n g t h e s e t y p e s o f p r o b le m s and t h e
n e x t mo st o f t e n i d e n t i f i e d p r o b le m :

adequacy o f s u p p o rt a s s i s t a n c e .

A d iffe re n c e of tw enty-six percentage p o in ts e x is ts .
Thes e t h r e e p r ob le m s a p p e a r t o c l u s t e r ar o un d t h e b e h a v i o r o f
the c h i l d .

Upon r e f l e c t i o n , c e r t a i n e x p l a n a t i o n s em er ge .

have c e r t a i n e x p e c t a t i o n s f o r c h i l d r e n i n t h e i r c l a s s r o o m s .

Teachers
The h an ­

d i c a p p e d c h i l d may n o t be p r o g r e s s i n g a n d / o r p e r f o r m i n g w i t h i n t h e
normal r a n g e o f e x p e c t a t i o n s .

I f t e a c h e r s have n o t been made aware

o f a l t e r e d e x p e c ta tio n s f o r th e handicapped c h i ld because o f the
c h i l d ' s p a r t i c u l a r i m p a i r m e n t ( s ) , t h e t e a c h e r may view t h e c h i l d ' s
l a c k o f ac ad em ic o r s o c i a l p r o g r e s s a s a p r o b le m .

These t h r e e p ro b ­

l e m s , m os t o f t e n c i t e d by t e a c h e r s , b e a r a r e l a t i o n s h i p t o e ac h o t h e r .
Low ac ad em ic p e r f o r m a n c e may be c a u s e d b e c a u s e o f d i s r u p t i v e / a g g r e s s i v e
behavior of the c h ild or co n d itio n s or behavior su g g estiv e of poten­
tial

f o r emotional

impairment.

i o r a n d /o r emotional

On t h e o t h e r h a n d , d i s r u p t i v e b e h a v ­

i m p a i r m e n t may r e s u l t from a c h i l d ' s i n a b i l i t y

t o p e r f o r m a ca d em i c o r c l a s s r o o m work.

Th es e t h r e e p r o b l e m s may be

c i r c u l a r in n a t u r e , each i n t e r r e l a t e d w ith th e o t h e r .

Second, i f th e

c l a s s r o o m t e a c h e r views h i s / h e r m a j o r j o b a s one o f a c a d e m i c i n s t r u c ­
t i o n and vi e w s t h e c h i l d r e n a s c l i e n t s who a r e n o t s u c c e e d i n g i n
c l a s s r o o m w o rk , t h e n t h e t e a c h e r i s n o t s u c c e e d i n g .
I t i s i n t e r e s t i n g t h a t t e a c h e r - c o n s u l t a n t s a l s o f o c u s e d on
t h r e e t y p e s o f p r o b le m s which t h e y t h o u g h t would be o f c o n c e r n t o

66

classroom te a c h e rs .

They f e l t t e a c h e r s would be c o n c e r n e d a b o u t :

(1) Lack o f T e a c h e r P r e p a r a t i o n o r Knowledge,
A s s i s t a n c e , and (3) t h e c h i l d ' s
C la ss r o o m Work.

( 2 ) Adequacy o f S u p p o r t

I n a b i l i t y t o P e r f o r m Academic o r

In e x a m i n i n g t h e s e t o p t h r e e p r o b l e m s , t e a c h e r -

c o n s u l t a n t s a p p e a r t o be aware o f t e a c h e r c o n c e r n s r e l a t i v e t o t h e
c h ild 's

i n a b i l i t y t o p e r f o r m a c a d e m i c o r c l a s s r o o m work.

However,

t h e o t h e r two t y p e s o f p r o b le m s w hich t e a c h e r - c o n s u l t a n t s f e l t would
be o f c o n c e r n t o t e a c h e r s a r e v e r y d i f f e r e n t fr o m t h o s e which t e a c h e r s
ac tu a lly reported.

R a t h e r t h a n t o f o c u s on r e l a t e d b e h a v i o r s o f t h e

c h i l d , as did t e a c h e r s , t e a c h e r - c o n s u l t a n t s f e l t classroom te a c h e r s
would be c o n c e r n e d a b o u t t h e i r own i n a d e q u a c i e s i n knowledge and
p r e p a r a t i o n f o r w o rk ing w i t h t h e h a n d i c a p p e d o r t h e a d e q u a c y o f t h e
support s e r v ic e s being provided.

Two o f t h e s e t h r e e m o s t - o f t e n -

i d e n t i f i e d p r o b le m s f o c u s e d on t h e t e a c h e r r a t h e r t h a n t h e c h i l d .
In ex a m in in g t h e p r o b l e m s t e a c h e r - c o n s u l t a n t s i d e n t i f i e d w i t h
r e g a r d t o p r o v i d i n g s e r v i c e s , t e a c h e r - c o n s u l t a n t s f o c u s e d on t h e
classroom te a c h e r r a t h e r than th e c h i l d .

They f e l t t h a t t e a c h e r s

have n e g a t i v e a t t i t u d e s to w a r d h a n d i c a p p e d c h i l d r e n , a r e l a c k i n g in
ba ck g ro u nd and know ledg e, and do n o t f o l l o w t h r o u g h o r make a p p r o p ­
r i a t e ch a n g e s i n t h e c l a s s r o o m f o r t h e h a n d i c a p p e d .
The m a j o r d i f f e r e n c e betwe en r e s p o n s e s o f t e a c h e r s and t h o s e
o f t e a c h e r - c o n s u l t a n t s in t h i s stu d y i s t h a t , in c o n t r a s t t o t e a c h e r s ,
t e a c h e r - c o n s u l t a n t s , even th o u g h t h e y sp end m o s t o f t h e i r t i m e w i t h
c h i l d r e n , a s do t e a c h e r s , d i d n o t i d e n t i f y b e h a v i o r s o f c h i l d r e n a s
c o n t r i b u t i n g f a c t o r s t o p r o b le m s i n p r o v i d i n g s e r v i c e s , n o r d i d t h e y
i d e n t i f y t h e b e h a v i o r s o f c h i l d r e n as a m a j o r c o n c e r n o f t h e c l a s s r o o m

67

teacher.

One m i g h t s p e c u l a t e on a number o f r e a s o n s f o r t h e s e d i f ­

ferences.

C e r t a i n l y , c o n s i d e r a t i o n must be g i v e n t o t h e d e s i g n o f

the study.

T h e r e w ere c e r t a i n d i f f e r e n c e s i n t h a t t e a c h e r s w ere

a s k e d t o f o c u s on s p e c i f i c c h i l d r e n , w h i l e t e a c h e r - c o n s u l t a n t s '
r e s p o n s e s were b a s e d on more g e n e r a l e x p e r i e n c e s .

C onsidering t h a t

t e a c h e r - c o n s u l t a n t s m a i n t a i n e d t h e i r f o c u s on t e a c h e r s when r e l a t i n g
p r o b le m s which w ere o f c o n c e r n t o them and p ro bl em s which t h e y t h o u g h t
would be o f c o n c e r n t o c l a s s r o o m t e a c h e r s , one q u e s t i o n s w h e t h e r
t h i s c o u l d have c a u s e d su ch g r o s s d i f f e r e n c e s i n t h e f o c u s o f
responses.
In r e v i e w i n g t h e c o n c e r n s e x p r e s s e d by b o t h g r o u p s , one m i g h t
s p e c u l a t e t h a t i f t h e c l a s s r o o m t e a c h e r views t h e c h i l d a s h i s / h e r
c l i e n t and t h e t e a c h e r - c o n s u l t a n t views t h e t e a c h e r a s h i s / h e r c l i e n t ,
t h e n t h e f o c u s o f p r o b le m s t e n d s t o be on t h e c l i e n t r a t h e r t h a n a
s e a r c h f o r i n a d e q u a c i e s i n o n e ' s s e l f , t h u s c a u s i n g a d i f f e r e n c e in
th e i d e n t i f i c a t i o n o f problem s.

T e a c h e r - c o n s u l t a n t s may f e e l

that

t e a c h e r s must be aware o f t h e i n a d e q u a c i e s w hic h t h e y s e e i n t e a c h e r s ;
t h u s t h e y would p r o b a b l y i d e n t i f y t h e s e a s p r o b le m s a l o n g w i t h t h e
need o f more a d e q u a t e s u p p o r t s e r v i c e s t o make up f o r t h e s e i n a d e ­
quacies.

T e a c h e r s , on t h e o t h e r h an d, e x p r e s s c o n c e r n a b o u t c h i l d

b e h a v i o r b e c a u s e c h i l d r e n a r e t h e c l i e n t s f o r whom t h e y a r e r e s p o n ­
sible.
A n o t h e r view w i t h r e g a r d t o t e a c h e r - c o n s u l t a n t s i s t h a t t h e y
may e x p e c t p r o b le m s i n t h e a ca d em i c and s o c i a l
cap pe d c h i l d and f e e l

behavior o f th e handi­

t h e s e a r e normal f o r t h i s g r o u p .

The t e a c h e r ,

on t h e o t h e r h a n d , f e e l s r e s p o n s i b l e f o r a b a l a n c e o f s e r v i c e t o b o th

68

h a n d i c a p p e d and n o n h a n d i c a p p e d c h i l d r e n and t h e r e f o r e may f o c u s on
problems r e l a t i v e to th e d e v i a n t b e h a v io r o f t h e handicapped.
Regardless of the causes of th e se p o te n tia l d iffe re n c e s
between p r ob le m s i d e n t i f i e d by t e a c h e r s and t e a c h e r - c o n s u l t a n t s , i t
i s i m p o r t a n t t h a t t h e s e d i f f e r e n c e s be r e s o l v e d i n o r d e r t h a t a s s i s ­
t a n c e f o r m a i n s t r e a m e d , h a n d i c a p p e d c h i l d r e n be ma x im iz ed .

Recom­

m e n d a t i o n s f o r r e s o l v i n g some o f t h e s e d i f f e r e n c e s , a s w e ll a s t h e
p r o b le m s i d e n t i f i e d , a r e d i s c u s s e d l a t e r i n t h i s c h a p t e r .

I d e n t i f i c a t i o n o f S p ecial Education
Support S ervices
The d a t a were a n a l y z e d i n an a t t e m p t t o exa m ine c e r t a i n q u e s ­
ti o n s r e l a t e d to su p p o rt s e r v ic e s designed to a s s i s t in s o lv in g prob­
lems w h ic h a r e o f c o n c e r n t o t h e c l a s s r o o m t e a c h e r .
1.

What s u p p o r t i v e s e r v i c e s d e s i g n e d t o a s s i s t i n s o l v i n g
p r o b le m s do c l a s s r o o m t e a c h e r s r e p o r t a s b e i n g p r o v i d e d ?

2.

To wh at e x t e n t a r e c l a s s r o o m t e a c h e r s s a t i s f i e d w i t h t h e
services?

3.

What a r e t h e r e a s o n s t e a c h e r s i d e n t i f y , which c a u s e d i s ­
s a t i s f a c t i o n w ith s u p p o rtiv e s e r v ic e s ?

4.

What s u p p o r t i v e s e r v i c e s do t e a c h e r - c o n s u l t a n t s r e p o r t
th e y p ro v id e t o a s s i s t in s o lv in g problem s?

R esults
What s u p p o r t i v e s e r v i c e s d e s i g n e d t o a s s i s t i n s o l v i n g
p r o b le m s do c l a s s r o o m t e a c h e r s r e p o r t a s b e i n g p r o v i d e d ?
The r e s p o n s e s g i v e n by t e a c h e r s r e g a r d i n g a s s i s t a n c e p r o v i d e d
o r n e e d e d were g r o u p e d i n t o e l e v e n c a t e g o r i e s .

Seven o f t h e s e c a t e ­

g o r i e s were r e l a t e d t o d i r e c t a s s i s t a n c e to t h e c h i l d .

One c a t e g o r y

69

in c lu d ed a s s i s t a n c e being provided t o th e te a c h e r .
l i s t e d o th e r types o f a s s is t a n c e .

Two c a t e g o r i e s

The e l e v e n c a t e g o r i e s i n c l u d e :

D ir e c t A s s is ta n c e to th e Child
A.
B.
C.
D.
E.
F.
G.
H.

A dditional I n s tr u c tio n —Place U nspecified
A d d i t i o n a l I n s t r u c t i o n —O u t s i d e o f C l a s s r o o m
A d d i t i o n a l I n s t r u c t i o n — In R e g u l a r C l a s s r o o m
Remove from C la s s r o o m
Counseling
A p p l i c a t i o n o f B e h a v i o r Management T e c h n i q u e s
S o c i a l - E m o t i o n a l Help
H e a l t h Care o r E v a l u a t i o n

A s s is ta n c e to th e Teacher
I.

S u g g estio n s, M a te r i a ls , Cooperation

O t h e r Types o f A s s i s t a n c e
J.
K.

P a re n t Contact
Diagnosis

Category d e s c r i p t i o n s .--T he eleven c a t e g o r i e s a re c h a r a c t e r ­
i z e d by t h e f o l l o w i n g d e s c r i p t i o n s .
D ir e c t A s s is ta n c e to the Child
A.

A dditional

I n s t r u c t i o n — P la c e U n s p e c i f i e d — Responses

a s s i g n e d t o t h i s c a t e g o r y i n d i c a t e d i n s t r u c t i o n was t a k i n g p l a c e ,
b u t t h e r e was n o t enough i n f o r m a t i o n t o i d e n t i f y w h e t h e r t h e c h i l d
was o r s h o u l d be a s s i s t e d on a o n e - t o - o n e o r s m a l l e r g r o u p b a s i s
w i t h i n h i s r e g u l a r c l a s s r o o m o r i n a s p e c i a l e d u c a t i o n room.
B.

A dditional

I n s t r u c t i o n — O u t s i d e o f C l a s s r o o m — R es p o n s es

a s s i g n e d t o t h i s c a t e g o r y i n d i c a t e d t h e c h i l d was g o i n g t o a s p e c i a l
e d u c a t i o n room t o r e c e i v e a d d i t i o n a l

in s tru c tio n or th a t a special

e d u c a t i o n t e a c h e r was w or k in g w i t h t h e c h i l d .
in c lu d e d in t h i s c a t e g o r y were:

Examples o f s t a t e m e n t s

" c h i l d r e c e iv e d a l l academic i n s t r u c ­

t i o n i n s p e c i a l e d u c a t i o n room" and "worked on r e m e d i a l r e a d i n g [ w i t h
t e a c h e r i d e n t i f i e d by name o r p o s i t i o n ] . "

70

C.

A dditional

I n s t r u c t i o n — In R e g u l a r C l a s s r o o m — R es p o n s es

a s s i g n e d t o t h i s c a t e g o r y i n d i c a t e d t h a t t h e c h i l d was o r s h o u l d be
receiving additional
classroom s e t t i n g .

i n s t r u c t i o n w h ile remaining in h is r e g u l a r
Examples o f s t a t e m e n t s a s s i g n e d t o t h i s c a t e g o r y

i n c l u d e d "n ee d an a i d e i n t h e c l a s s r o o m t o p r o v i d e more o n e - t o - o n e
h e l p " and " p r e s e n c e o f t e a c h e r o r a i d e d u r i n g l e s s o n s i n c l a s s r o o m . "
D.

Remove from C l a s s r o o m — S t a t e m e n t s a s s i g n e d t o t h i s c a t e ­

gory im p lie d

t h a t t h e c h i l d was p l a c e d i n t h e s p e c i a l e d u c a t i o n

o r t h e r e was

a need f o r t h e c h i l d t o be t h e r e f o r a l o n g e r p e r i o d o f

tim e.

s t a t e m e n t s d i d n o t s p e c i f y how t h e t i m e i n s p e c i a l

edu­

be u s e d .

to

These

c a t i o n would

th i s category include:

room

Examples o f s p e c i f i c s t a t e m e n t s a s s i g n e d

"remove from c l a s s r o o m when d i s r u p t i o n s come

to the p o in t of destroying a l l
room f o r l o n g e r p e r i o d s . "

c l a s s o r d e r " and "ke ep c h i l d i n EMI

When s t a t e m e n t s s p e c i f i e d a c e r t a i n

kind

o f h e l p d u r i n g t h e r e m o v a l , t h e y w ere a s s i g n e d t o C a t e g o r y A, B,
C— I n s t r u c t i o n , o r E— C o u n s e l i n g .
E.

C o u n s e l i n g — T h i s c a t e g o r y i n c l u d e d any r e s p o n s e s t h a t

s t a t e d o r i m p l i e d t h a t t h e c h i l d was r e c e i v i n g o r nee d e d some t y p e
o f o n e - to - o n e o r group c o u n s e lin g .
included a r e :

Examples o f s t a t e m e n t s w hic h were

" c h ild needs personal c o u n s e lin g ," " ta lk e d w ith c h i ld

a b o u t how t o t r e a t o t h e r p e o p l e ' s p r o p e r t y , " and " t h e r a p y f o r emo­
tional

problem s."
F.

A p p l i c a t i o n o f B e h a v i o r Management T e c h n i q u e s —T h i s c a t e ­

go r y i n c l u d e d a ny s t a t e m e n t t h a t i n f e r r e d some t y p e o f b e h a v i o r
management o r b e h a v i o r m o d i f i c a t i o n s y s t e m was i n v o l v e d o r d e s i r e d .
Examples o f r e s p o n s e s co d ed u n d e r t h i s c a t e g o r y i n c l u d e :

"contracted

71

w i t h s t u d e n t t o improve b e h a v i o r " and "worked on b e h a v i o r m o d i f i c a ­
tio n program."
G.

S o c i a l - E m o t i o n a l H e l p —A number o f r e s p o n s e s i n d i c a t e d

t h e c h i l d was r e c e i v i n g h e l p f o r some t y p e o f s o c i a l o r e m o t i o n a l
p r o b l e m , b u t t h e r e s p o n s e was n o t s p e c i f i c i n t e r m s o f w h e t h e r c o u n ­
s e l i n g o r b e h a v i o r management s t r a t e g i e s w ere b e i n g p r o v i d e d .

Responses

t y p i c a l o f t h o s e a s s i g n e d t o t h i s c a t e g o r y a r e " h e l p e d h e r be more
o u t g o i n g " and " r e c e i v e d h e l p w i t h s e l f - c o n c e p t . "
H.

H e a l t h Car e o r E v a l u a t i o n — T h i s c a t e g o r y i n c l u d e d i t e m s

w hic h i n d i c a t e d t h a t a s s i s t a n c e was n ee d e d o r p r o v i d e d by t h e h e a l t h
n u r s e , d o c t o r , o r o t h e r m e d i c a l p e r s o n n e l , o r was d i r e c t l y r e l a t e d
to h ealth care.

S p ecific statem ents included:

and e m o t i o n a l b e h a v i o r r e l a t e d t o an i n f e c t i o n , "

" h e l p f o r grooming
" r e g u la r checkups,"

" c o r r e c t i n g bad h a b i t s and e s t a b l i s h i n g good h e a l t h h a b i t s , " and
"helping c h ild re g u la te s e l f [ t o i l e t ] . "
A ssista n c e to the Teacher
I.

Suggestions, M a te ria ls , Cooperation--This category

i n c l u d e d s t a t e m e n t s which i m p l i e d o r s t a t e d t h a t t h e a s s i s t a n c e p r o ­
v i d e d o r n eed ed was o r s h o u l d be a c c o m p l i s h e d t h r o u g h s u g g e s t i o n s t o
t h e g e n e r a l e d u c a t i o n t e a c h e r on how t o d e a l w i t h i n s t r u c t i o n a l o r
b e h a v i o r a l p ro b le m s m a n i f e s t e d by t h e h a n d i c a p p e d c h i l d .

This c a t e ­

g o r y i n c l u d e d s t a t e m e n t s w hich i n d i c a t e d t h a t t h e s p e c i a l e d u c a t i o n
t e a c h e r was o r s h o u l d be p r o v i d i n g e q u i p m e n t o r m a t e r i a l s a s a s s i s t a n c e .
In a d d i t i o n t o t h e s e s p e c i f i c a c t i v i t i e s , r e s p o n s e s w hi ch i m p l i e d t h a t
t h e c l a s s r o o m t e a c h e r and t h e s p e c i a l e d u c a t i o n t e a c h e r - c o n s u l t a n t
w ere e i t h e r w o rk in g t o g e t h e r o r n ee d e d t o work t o g e t h e r more t o p l a n

72

a c t i v i t i e s o r m a i n t a i n c o n s i s t e n t i n s t r u c t i o n w ere a l s o a s s i g n e d t o
th is category.
include:

Examples o f r e s p o n s e s a s s i g n e d t o t h i s c a t e g o r y

" s u g g e s t i o n s f o r how t o h e l p o r h a n d l e c h i l d w h i l e i n t h e

room w er e p r o v i d e d , " " p r o v i d e d m a t e r i a l s , "
w i l l i n g to

cooperate

"EMI t e a c h e r s h o u l d be

w i t h c l a s s r o o m t e a c h e r on t y p e s and k i n d s o f

t r e a t m e n t , " and " s p e c i a l e d u c a t i o n t e a c h e r and I worked t o g e t h e r and
p l a n n e d prog ram and o b j e c t i v e s . "
O t h e r Types o f A s s i s t a n c e
J.

P a r e n t C o n t a c t — T h i s c a t e g o r y i n c l u d e d s t a t e m e n t s which

i d e n t i f i e d t h a t a s s i s t a n c e was o r n e ed e d t o be p r o v i d e d t h r o u g h
sp e c ia l or o th e r education personnel c o n t a c ti n g p a r e n t s .
included:
way he i s , "

Statements

" m o th e r and f a t h e r s h o u l d become aw ar e why t h e c h i l d i s t h e
"worked w i t h b o th p a r e n t s , "

"home e n v i r o n m e n t c h e c k o u t , "

and " s h e has c o n t a c t e d t h e p a r e n t s a b o u t r e p l a c i n g b r o k e n i t e m s . "
K.

D ia g n o s is - - A s s i s t a n c e r e c e iv e d o r needed a s s i g n e d t o t h i s

c a t e g o r y i n d i c a t e d t h a t " t e s t i n g " was p r o v i d e d o r n e e d e d .
Number o f r e s p o n s e s r e l a t e d t o s u p p o r t s e r v i c e s . — A t o t a l o f
163 r e s p o n s e s d e s c r i b i n g a s s i s t a n c e r e c e i v e d and 42 r e s p o n s e s r e g a r d ­
i n g a s s i s t a n c e need ed were p r o v i d e d by 71 c l a s s r o o m t e a c h e r s b a s e d
on t h e i r e x p e r i e n c e w i t h 129 d i f f e r e n t h a n d i c a p p e d c h i l d r e n .

N inety-

s i x o f t h e r e s p o n s e s i d e n t i f y i n g a s s i s t a n c e r e c e i v e d an d n i n e r e s p o n s e s
i d e n t i f y i n g a s s i s t a n c e needed were b a s e d on e x p e r i e n c e s t e a c h e r s had
had w i t h s e v e n t y c h i l d r e n i d e n t i f i e d a s " m os t s u c c e s s f u l , " w i t h an
a v e r a g e o f 1 . 3 r e s p o n s e s p e r t e a c h e r f o r a s s i s t a n c e r e c e i v e d and an
a v e r a g e o f .1 r e s p o n s e f o r a s s i s t a n c e n e e d e d .

S ix ty - f iv e o f the

73

r e s p o n s e s i n d i c a t i n g a s s i s t a n c e r e c e i v e d and t h i r t y - t h r e e o f t h e
r e s p o n s e s i n d i c a t i n g a s s i s t a n c e n ee d e d w ere b as ed on f i f t y - n i n e c h i l ­
d r e n i d e n t i f i e d by t h e t e a c h e r s a s " l e a s t s u c c e s s f u l " p l a c e m e n t s ,
w i t h an a v e r a g e o f 1.1 r e s p o n s e s p e r t e a c h e r f o r a s s i s t a n c e r e c e i v e d
and . 6 r e s p o n s e f o r a s s i s t a n c e n e e d e d .

The most r e s p o n s e s from any

one t e a c h e r f o r any one c h i l d was t h r e e ; t h e l e a s t was z e r o .
As p r e v i o u s l y n o t e d , o n l y u n d u p l i c a t e d r e s p o n s e s were code d
fo r the p ro b le m -id e n tific a tio n question.

The same p r o c e d u r e was

f o l l o w e d f o r a s s i s t a n c e r e c e i v e d and n ee d e d i n t h i s s e c t i o n f o r t h e
same r e a s o n s .

The number o f r e s p o n s e s was r e d u c e d from 163 d e s c r i b ­

ing a s s i s t a n c e r e c e i v e d t o 144 and 42 r e s p o n s e s d e s c r i b i n g a s s i s t a n c e
n e ed e d t o 40.

Table 3 provides b asic s t a t i s t i c a l

data regarding

a s s i s t a n c e r e c e i v e d and a s s i s t a n c e ne ed ed a s r e p o r t e d by c l a s s r o o m
teachers.
S ix ty -th re e percent o f the teachers reported th a t children
re c e iv e d a s s i s t a n c e through d i r e c t i n s t r u c t i o n o u ts id e o f th e c l a s s ­
room.
child

The n e x t - m o s t - o f t e n - r e p o r t e d a s s i s t a n c e was c o u n s e l i n g t h e
(28%).

Tw enty-four p e r c e n t o f th e te a c h e r s re p o rte d re c e iv in g

a s s i s t a n c e fr om t h e t e a c h e r - c o n s u l t a n t t h r o u g h s u g g e s t i o n s , m a t e r i a l s ,
or c o o p e ra tiv e planning.

Eighteen p erce n t s a id a s s i s t a n c e rece iv ed

i n v o l v e d r em o vi ng t h e c h i l d f r o m t h e c l a s s r o o m w i t h o u t s p e c i f y i n g
what took p la c e o u t s i d e o f th e classro o m .

Sixteen p ercent rep o rte d

t h a t a s s i s t a n c e i n v o l v e d c o n t a c t o r work w i t h t h e p a r e n t by s p e c i a l
education personnel.
The a s s i s t a n c e t e a c h e r s most o f t e n r e p o r t e d n e e d i n g was
S u g g e s t i o n s , M a t e r i a l s , and C o o p e r a t i o n (21%).

A dditional

Table 3 . —Types o f a s s i s t a n c e rec eiv e d and a s s i s t a n c e needed a s s o c ia te d w ith mainstreaming handicapped stu d e n ts as r e p o r te d by
classroom te a c h e r s .
A ssista n c e Received

A ssistan c e Needed

Number o f
Teachers
Reporting
(N = 70)

P erce nt of
Teachers
Reporting

Rank

5

7%

B—A dditional I n s t r u c t i o n —O utside o f Classroom

44

C—A dditional I n s t r u c t i o n — In Regular Classroom

Number of
Teachers
Reporting
(N = 33)

P ercent of
Teachers
Reporting

Rank

9

5

15%

2

63%

1

2

6%

7.5

3

4%

11

2

6%

7.5

D—Remove from Classroom

13

18%

4

4

12%

4 .5

E—Counseling

20

28%

2

4

12%

4 .5

F—A p p lic a tio n o f Behavior Management Techniques

4

6%

10

1

3%

9 .5

G—Social-Em otional Help

7

10%

6

4

12%

4 .5

H—Health Care o r Evaluation

6

8%

7 .5

0

0

0

17

24%

3

7

21%

1

11

16%

5

3

9%

6

6

8%

7.5

1

3%

9.5

Type o f A ssistan c e

D ir e c t A ssista n c e to Child
A—A dditional I n s t r u c t i o n —Place U nspecified

A ss is ta n c e t o Teacher
I —Su g g estio n s, M a te r ia ls , Cooperation
Other
J —P aren t Contact
K—Diagnosis
Not codable

8

7

75

I n s t r u c t i o n - - P l a c e U n s p e c i f i e d was i d e n t i f i e d n e x t most o f t e n by
15 p e r c e n t o f t h e t e a c h e r s .

T h r e e o t h e r c a t e g o r i e s w ere i d e n t i f i e d

by 12 p e r c e n t o f t h e t e a c h e r s :

Remove from C l a s s r o o m , C o u n s e l i n g , and

S o c i a l - E m o t i o n a l He lp.
What s u p p o r t s e r v i c e s do t e a c h e r - c o n s u l t a n t s r e p o r t t h e y
p ro v id e t o a s s i s t in so lv in g problems?
Twelve t e a c h e r - c o n s u l t a n t s were a s k e d t o i d e n t i f y a s s i s t a n c e
w hic h t h e y p r o v i d e d o r a t t e m p t e d t o p r o v i d e t o h e l p s o l v e p r o b l e m s
w i t h w hic h t h e y f e l t c l a s s r o o m t e a c h e r s m i g h t be c o n c e r n e d .
in C hapter I I I ,

As n o t e d

t h e y were n o t a s k e d t o r e l a t e t o t h e s p e c i f i c c h i l d r e n

on whom c l a s s r o o m t e a c h e r r e s p o n s e s had been b a s e d .
An i n i t i a l

r e v i e w o f t h e d a t a s u g g e s t e d some p r o b l e m s r e l a t i v e

to a n a ly sis of the data.

R e s p o n s e s w ere v a r i e d and w e r e , i n g e n e r a l ,

u n a b l e t o be coded t o t h e s p e c i f i c c a t e g o r i e s d e v e l o p e d from t e a c h e r
responses.

In a d d i t i o n , t h e r e p o r t s by t e a c h e r s o f a s s i s t a n c e r e c e i v e d

and c o n f l i c t i n g r e p o r t s by t e a c h e r - c o n s u l t a n t s o f a s s i s t a n c e p r o v i d e d
would i n d i c a t e t h a t t h e d e s i g n o f t h e s t u d y may h av e i n f l u e n c e d t h e
r e s p o n s e s , c a u s i n g an i n a c c u r a t e d e s c r i p t i o n o f a s s i s t a n c e c u r r e n t l y
being provided.

B ec au se o f t h e s e p r o b l e m s , t e a c h e r - c o n s u l t a n t

r e s p o n s e s r e g a r d i n g a s s i s t a n c e p r o v i d e d w ere co d ed i n t o t h r e e v e r y
general c a te g o rie s :

(1) D i r e c t A s s i s t a n c e t o t h e C h i l d ,

t o t h e T e a c h e r , and (3) No A s s i s t a n c e P r o v i d e d .

(2) A s s i s t a n c e

The d a t a r e v e a l e d

seven o f t h e tw elv e t e a c h e r - c o n s u l t a n t s r e p o r t e d t h a t th e y were con­
c e r n e d t h a t t h e y w ere a b l e t o p r o v i d e l i t t l e ,

i f any, a s s is ta n c e fo r

c e r t a i n p r o b l e m s w i t h which t h e y f e l t t e a c h e r s may have c o n c e r n
(8 r e s p o n s e s ) .

The r e s p o n s e s w ere v a r i e d i n t h a t t h e r e d i d n o t seem

76
t o be any one t y p e o f p r o b l e m f o r w hi ch no h e l p was b e i n g p r o v i d e d .
All t w e l v e t e a c h e r - c o n s u l t a n t s r e p o r t e d t h a t t h e y p r o v i d e some t y p e
o f a s s i s t a n c e t o t h e t e a c h e r (47 r e s p o n s e s ) .

Eight te ach er-

c o n su ltan ts rep o rte d providing d i r e c t a s s is ta n c e to the c h ild

(21

responses).
T e a c h e r - c o n s u l t a n t s were a s k e d t o i d e n t i f y t h e p e r c e n t a g e o f
t h e s c h o o l day w hic h i s s p e n t w i t h c h i l d r e n and t h e p e r c e n t a g e o f
r e le a s e d time th e y use f o r p la n n in g , c o u n s u lt i n g , e t c .

Ten o f t h e

t w e l v e t e a c h e r - c o n s u l t a n t s r e p o r t e d 85 t o 100 p e r c e n t o f t h e i r t i m e
was s p e n t w i t h c h i l d r e n ; two r e p o r t e d 60 t o 66 p e r c e n t o f t h e i r t i m e
was s p e n t w i t h c h i l d r e n .

T h i s r e p o r t by t e a c h e r - c o n s u l t a n t s o f t i m e

u s e would s u b s t a n t i a t e t h e r e p o r t o f t h e c l a s s r o o m t e a c h e r s which
i d e n t i f i e d a l a r g e amount o f t h e a s s i s t a n c e r e c e i v e d a s d i r e c t t o t h e
child.

Seven o f t h e t w e l v e t e a c h e r - c o n s u l t a n t s s a i d t h e y would n o t

cha ng e t h e t i m e r a t i o i f t h e y c o u l d .
tim e c o n s u ltin g w ith t e a c h e r s .

F o ur s a i d t h e y would s pe nd more

One d i d n o t r e s p o n d .

To w ha t e x t e n t a r e t e a c h e r s s a t i s f i e d w i t h s e r v i c e s ?
T e a c h e r s s a i d t h a t t h e y w er e s a t i s f i e d w i t h a s s i s t a n c e
r e c e i v e d f o r 78 o f t h e 129 c h i l d r e n r e p o r t e d i n t h e s t u d y and d i s s a t i s ­
f i e d i n t h e c a s e o f 32 c h i l d r e n .

The r e m a i n i n g n i n e t e e n c h i l d r e n were

e i t h e r n o t r e c e i v i n g a s s i s t a n c e o r t e a c h e r s f a i l e d to i n d i c a t e whether
o r n ot th e y were s a t i s f i e d .

T h es e d a t a w i l l

be d i s c u s s e d i n t h e n e x t

s e c t i o n , w hi ch a t t e m p t s t o i d e n t i f y f a c t o r s r e l a t e d t o t h e s u c c e s s o f
mainstream pla cem e n ts.

77

What a r e t h e r e a s o n s which c a u s e d i s s a t i s f a c t i o n w i t h
supportive services?
The r e s p o n s e s g i v e n by t e a c h e r s i n d i c a t i n g why t h e y w er e d i s ­
s a t i s f i e d w i t h a s s i s t a n c e were g r o u p e d i n t o f i v e c a t e g o r i e s .

Th es e

c a te g o rie s include:
A.
B.
C.
D.
E.

Lack o f Fe ed ba c k and Communication
D i s a g r e e w i t h Approach
Lack o f P r o g r e s s
D i s a g r e e w i t h P la c e m e n t
Needed More Help

Category d e s c r i p t i o n s .--T h e f i v e c a t e g o r i e s a r e c h a r a c te r i z e d
by t h e f o l l o w i n g d e s c r i p t i o n s .
A.

Lack o f Fee db ac k and Com mu nica tion— Some t e a c h e r s w er e

d i s s a t i s f i e d b e c a u s e t h e y f e l t t h e y d i d n o t h av e enough i n f o r m a t i o n
a b o u t t h e c h i l d o r a b o u t w h at t h e c h i l d was d o i n g when h e / s h e was o u t ­
sid e o f the classroom .

Examples o f r e s p o n s e s code d u n d e r t h i s c a t e g o r y

i n c l u d e " I d i d n o t g e t d a i l y f e e d b a c k n e ed e d t o g i v e a s s i s t a n c e i n t h e
c l a s s r o o m t o t h e c h i l d " and " c om m un ic at io n l a c k i n g . "
B.

D i s a g r e e w i t h A p p r o a c h - S o m e t e a c h e r s w ere d i s s a t i s f i e d

b e c a u s e t h e y f e l t t h e a p p r o a c h b e i n g us ed was i n c o r r e c t o r i n c o n s i s ­
t e n t w i t h what t h e y t h o u g h t s h o u l d be h a p p e n i n g .

"Pampered t o o much"

and " i n c o r r e c t a p p r o a c h " a r e ex am p les o f s t a t e m e n t s a s s i g n e d t o t h i s
category.

T h i s c a t e g o r y d i f f e r e d from C a t e g o r y D— D i s a g r e e w i t h

P l a c e m e n t , i n t h a t t h e r e was no r e f e r e n c e t o p l a c e m e n t b u t o n l y t o
m e th o ds o r a p p r o a c h b e i n g u s e d .
C.

Lack o f P r o g r e s s - S o m e o f t h e d i s s a t i s f a c t i o n a p p e a r e d t o

be b e c a u s e t h e t e a c h e r c o u l d s e e l i t t l e o r no p r o g r e s s , i . e . ,

"became

78

w o r s e , " "no p r o g r e s s , " "he was more d i s r u p t i v e , " and " I saw no d i f ­
feren ce."
D.

D isagree with Placem ent--This c a te g o ry included s ta te m e n ts

w hich i n d i c a t e d t h e t e a c h e r d i s a g r e e d w i t h t h e p l a c e m e n t and f e l t t h e
c h i l d was i n a s p e c i a l e d u c a t i o n room t o o much o r t o o l i t t l e
t h e wrong p ro g ram .

o r in

S t a t e m e n t s s u ch a s " c o u l d have us ed c l a s s r o o m

t i m e t o h e l p him p e r s o n a l l y , " " s h e o n l y f u n c t i o n s i n s p e c i a l e d u c a ­
t i o n roo m," "more c o n t r o l

i f I had h e r a l l

t h e t i m e , " and " s h o u l d be

i n El room r a t h e r t h a n LD room" were a s s i g n e d t o t h i s c a t e g o r y .
E.

Needed More H e l p - - R e s p o n s e s coded u n d e r t h i s c a t e g o r y

i n d i c a t e d t h a t t h e t e a c h e r was d i s s a t i s f i e d b e c a u s e s h e / h e f e l t more
h e l p was n e e d e d .
include

"only

Examples o f r e s p o n s e s a s s i g n e d t o t h i s c a t e g o r y
l a s t e d s h o r t t i m e — nee de d more h e l p , " " n o - o n e h e l p e d , "

and " n e e d s more a t t e n t i o n . "
Number o f r e s p o n s e s . — F o r t y - o n e r e a s o n s w ere g i v e n by t e a c h e r s
f o r why t h e y w ere d i s s a t i s f i e d w i t h a s s i s t a n c e r e c e i v e d .

T hirty-four

o f t h e s e r e a s o n s w ere code d u n d e r t h e c a t e g o r i e s d e s c r i b e d a b o v e .
Seven o f t h e r e a s o n s were u n r e l a t e d t o t h e s e c a t e g o r i e s b u t s h o u l d be
mentioned h e re:
1.
2.
3.
4.
5.
6.
7.

" P ro b l e m s were t o o s e v e r e "
"Her p r o b le m s have n e v e r been i d e n t i f i e d "
" S p e c i a l e d u c a t i o n t e a c h e r d i d n ' t know w ha t t o do"
"Lack o f p a r e n t s u p p o r t "
"Could n o t s e e c h i l d r e g u l a r l y "
"Came t o o l a t e t o h e l p "
"Length o f tim e inv o lv ed in r e c e i v i n g s e r v i c e s "

T a b l e 4 p r e s e n t s t h e r e a s o n s f o r d i s s a t i s f a c t i o n by number
a n d p e r c e n t a g e o f t e a c h e r s who e x p r e s s e d r e a s o n s f o r t h e i r d i s s a t i s ­
faction.

79

T a b l e 4 . - - R e a s o n s f o r d i s s a t i s f a c t i o n w i t h a s s i s t a n c e by number and
p e r c e n t a s r e p o r t e d by c l a s s r o o m t e a c h e r s .

Reasons

Number o f
Teachers
Reporting
(N = 31)

A--Lack o f Feedback

6

19%

2

15

48%

1

C— Lack o f P r o g r e s s

5

16%

3.5

D - - D i s a g r e e w i t h P la c e m e n t

3

10%

5

E— Needed More Help

5

16%

3.5

B— D i s a g r e e w i t h Approach

Percent of
Teachers
Reporting

Rank

The r e a s o n t e a c h e r s g av e m o st f r e q u e n t l y f o r b e i n g d i s s a t i s f i e d
w i t h a s s i s t a n c e was t h a t t h e y d i s a g r e e d w i t h t h e a p p r o a c h b e i n g us ed
(48%).

D i s c u s s i o n o f Data R e l a t e d t o
I d e n t i f i c a t i o n o f Support S e rv ic e s
T e a c h e r s most o f t e n r e p o r t e d t h a t a s s i s t a n c e r e c e i v e d was
d i r e c t t o t h e c h i l d and i n c l u d e d e i t h e r some k i n d o f a d d i t i o n a l
in s tr u c tio n or counseling.

A ss is ta n c e to th e te a c h e r through sugges­

t i o n s , p r o v i s i o n o f m a t e r i a l s , o r c o o p e r a t i v e p l a n n i n g was a l s o
r e p o r t e d b u t much l e s s f r e q u e n t l y .
A l th o u g h t h e r e were o n l y a few r e s p o n s e s r e g a r d i n g a s s i s t a n c e
needed i n s t e a d o f , o r i n a d d i t i o n t o , t h a t w hich was c u r r e n t l y b e i n g
p r o v i d e d , t h e one mo st o f t e n r e q u e s t e d was a s s i s t a n c e t o t h e t e a c h e r
through s u g g e s tio n s , p ro v is io n o f m a t e r i a l s , or c o o p e ra tiv e p la n n in g .
T e a c h e r s a l s o f e l t a nee d f o r s e r v i c e s d i r e c t t o t h e c h i l d f o r

80

additional

instru ctio n .

The n e e d s t e a c h e r s r e p o r t e d w ere a l l

types o f

a s s i s t a n c e w hich t h e y had a l s o r e p o r t e d a s a s s i s t a n c e r e c e i v e d o r
c u r r e n t l y r e p o r t e d by o t h e r t e a c h e r s i n t h i s s t u d y a s a s s i s t a n c e
received.
I t i s i n t e r e s t i n g t o compare a s s i s t a n c e r e c e i v e d and nee d e d
w i t h t h o s e t y p e s o f s u p p o r t i v e s e r v i c e s i d e n t i f i e d by t e a c h e r p r o f e s ­
s i o n a l g r o u p s (NEA and AFT).

The r e s u l t s o f t h i s s t u d y would be in

a g r e e m e n t t h a t a p p r o p r i a t e i n s t r u c t i o n a l m a t e r i a l s a r e n eed ed f o r
m ainstream ed, handicapped c h i ld r e n .

However, when g i v e n t h e o p p o r t u ­

n i t y to e x p re s s n eeds, te a c h e r s in t h i s study d id not d i r e c t l y r e p o r t
o r r e q u e s t reduced c l a s s s i z e o r a s s i s t a n c e w ith c u rric u lu m d e s ig n ,
a s i s s p e c i f i e d i n t h e r e c o m m e n d a t io n s o f b o t h o r g a n i z a t i o n s .
S i x t y p e s o f s o l u t i o n s t o d e t e r r e n t s w er e p r o p o s e d i n Z a w a d z k i ' s
s t u d y and r e p o r t e d i n C h a p t e r I I o f t h i s p a p e r .

"Provision of approp­

r i a t e m a t e r i a l " was t h e o n l y one t h a t was s i m i l a r t o a n y o f t h o s e i d e n ­
tifie d

in t h i s stu d y .

The c r i t i c a l

i s s u e s u r f a c i n g from t h i s s t u d y i s

t h a t i t a p p e a r s t h a t t e a c h e r s wan t more o f t h e same k i n d s o f a s s i s t a n c e
w hich t h e y a r e a l r e a d y r e c e i v i n g .

They e i t h e r d o n ' t f e e l t h a t t h e y

r e a l l y nee d o t h e r k i n d s o f a s s i s t a n c e s u c h a s t e a c h e r a i d e s , a s s i s t a n c e
w i t h i n d i v i d u a l i z i n g i n s t r u c t i o n and c u r r i c u l u m d e s i g n , and r e d u c e d
c l a s s s i z e , a s a r e m e n t i o n e d i n Z a w a d z k i ' s s t u d y and t h e s t a t e m e n t s o f
p r o f e s s i o n a l o r g a n i z a t i o n s , o r t h e s e d i f f e r e n t k i n d s o f a s s i s t a n c e do
n o t i m m e d i a t e l y come t o mind when t h e y a r e a s k e d t o i d e n t i f y t h e i r
a s s is ta n c e needs.

One q u e s t i o n s i f t e a c h e r s , by l i m i t i n g t h e i r

re q u e s ts f o r a d d i tio n a l a s s is t a n c e to th e kinds o f th in g s they a re
alread y e x p e rie n c in g , fe e l t h a t they cannot in flu e n c e th e broader

81

i s s u e s o f e d u c a t i o n s uch a s c l a s s s i z e , s t r u c t u r i n g f o r i n d i v i d u a l i ­
z a t i o n and c u r r i c u l u m c h a n g e , e t c .
C o n s i d e r i n g t h a t a number o f t e a c h e r s who a r e now d i s s a t i s ­
f i e d w i t h s e r v i c e s w is h more c o n s u l t a t i o n a c t i v i t i e s from t e a c h e r c o n s u l t a n t s , i t i s i n t e r e s t i n g t h a t ten o f th e twelve te a c h e r c o n s u l t a n t s a r e c u r r e n t l y s p e n d i n g n e a r l y a l l o f t h e i r t i m e w o r k in g
w i t h c h i l d r e n and v e r y l i t t l e

t i m e w i t h t e a c h e r s , and s i x o f t h e t e n

would n o t cha nge t h e r a t i o eve n i f t h e y c o u l d .
T e a c h e r - c o n s u l t a n t s may be h e s i t a n t t o ch a n g e t h e i r t i m e r a t i o
and r o l e from w o r k in g w i t h c h i l d r e n t o w o r k in g w i t h t e a c h e r s b e c a u s e
o f t h e f r u s t r a t i o n s and p r o b l e m s i d e n t i f i e d e a r l i e r i n t h e c h a p t e r .
They may f e e l

t h e y c a n n o t c h a n g e t e a c h e r a t t i t u d e and a c t i o n s to w a r d

t h e h a n d i c a p p e d o r t h a t t h e y do n o t p o s s e s s t h e s k i l l s f o r w or k in g
with a d u l t s r a t h e r than c h i ld r e n .
Teachers re p o rte d t h a t about o n e - f o u r th o f th e c h i ld r e n iden­
tified

i n t h e s t u d y were r e c e i v i n g a s s i s t a n c e w i t h w hich t h e y w ere

d issatisfied .

T e a c h e r s s a i d t h e y w er e d i s s a t i s f i e d m os t o f t e n b e c a u s e

t h e y d i s a g r e e d w i t h t h e a p p r o a c h b e i n g u s e d ; i . e . , c h i l d r e n were
r e c e iv in g rewards th e y c o u l d n ' t a f f o r d to use in th e c la ss ro o m , t e c h ­
n i q u e s were c a u s i n g t h e c h i l d t o be d e p e n d e n t , and so on.

I t would

be i n t e r e s t i n g t o know i f t h e t e a c h e r s i n t h i s s t u d y were i n v o l v e d in
p l a n n i n g f o r t h e s e c h i l d r e n o r i f t h e y became d i s s a t i s f i e d w i t h t h e
a p p r o a c h e s b e i n g u s ed i n s p i t e o f any i n v o l v e m e n t t h e y may have had in
the planning p ro cess.

One would q u e s t i o n w h e t h e r t h o s e who e x p r e s s e d

d i s s a t i s f a c t i o n f e l t ad eq u a tely involved.

Regardless o f t h e i r c u r­

r e n t i n v o l v e m e n t , i t i s a p p a r e n t t h a t many t e a c h e r s w is h more

82

i n t e r a c t i o n w ith t e a c h e r - c o n s u l t a n t s through s u g g e s tio n s , p ro v is io n
o f m a t e r i a l s , and c o o p e r a t i v e p l a n n i n g .

I f t e a c h e r s have n o t been

ad eq u a tely included in the planning p ro c e s s , i t is c r i t i c a l

th at this

be ch an ge d so t h a t t e a c h e r s a s s i s t i n d e t e r m i n i n g a p p r o p r i a t e
a p p r o a c h e s t o r e m e d i a t e b a s i c s k i l l s and improve i n a p p r o p r i a t e b e h a v ­
i o r s so t h a t a c t i v i t i e s a r e c o n s i s t e n t w i t h i n and o u t s i d e o f t h e
c l a s s r o o m i n which t h e c h i l d r e n a r e b a s e d .
I d e n t i f i c a t i o n o f C e r t a i n F a c t o r s Which C o n t r i b u t e
t o S u c c e s s fu l o r U nsuccessful Mainstream Placements
In an a t t e m p t t o e l i c i t i n f o r m a t i o n r e l a t e d t o t h e t h i r d m a j o r
c o n c e r n o f t h e s t u d y , a s e r i e s o f s i x s u b q u e s t i o n s w er e p os ed r e l a t e d
t o "m os t s u c c e s s f u l " and " l e a s t s u c c e s s f u l " m a i n s t r e a m p l a c e m e n t s ?
1.

Are d i f f e r e n c e s i n t h e p e r c e n t a g e o f t i m e s p e n t by t h e
handicapped s t u d e n t in th e r e g u l a r c la ssro o m a s s o c i a t e d
w i t h t h e p e r c e i v e d ju d g m e n t s o f s u c c e s s o f s u c h p l a c e m e n t ?

2.

Are d i f f e r e n c e s i n c e r t a i n t y p e s o f p r o b l e m s , i . e . , a c a ­
demic l e a r n i n g , b e h a v i o r , e t c . , i n t h e r e g u l a r c l a s s r o o m
a s s o c i a t e d w ith th e p e rc e iv e d judgments o f s u c c e s s o f
placem ent?

3.

Are d i f f e r e n c e s i n c e r t a i n t y p e s o f s u p p o r t i v e s e r v i c e s
c u r r e n t l y being provided f o r m ainstream ed, handicapped
c h ild re n in th e re g u la r classroom a s s o c ia te d w ith the p e r­
c e iv e d judgm ents o f s u c c e ss o f placem ent?

D.

Are d i f f e r e n c e s in c e r t a i n t y p e s o f s u p p o r t i v e s e r v i c e s
i d e n t i f i e d as needed f o r m ainstream ed, handicapped c h i l d r e n
in th e r e g u l a r classroom a s s o c i a t e d w ith th e p erce iv ed
judgm ents o f su c c e ss o f placement?

E.

Are d i f f e r e n c e s in c e r t a i n t y p e s o f h a n d i c a p s a s s o c i a t e d
w ith th e p e r c e iv e d judgments o f s u c c e ss o f placem ent?

F.

Are d i f f e r e n c e s i n c e r t a i n t y p e s o f p r o b l e m s , s u p p o r t i v e
services
c u r r e n t l y b e i n g p r o v i d e d , and s u p p o r t i v e s e r v i c e s
i d e n t i f i e d a s n ee d e d f o r m a i n s t r e a m e d , h a n d i c a p p e d c h i l d r e n
in th e r e g u l a r classroom a s s o c ia t e d w ith c e r t a i n types o f
handicaps?

83

The r e s u l t s a r e b a s e d on t h e r e s p o n s e s o f s e v e n t y - o n e t e a c h e r s
who a r e e x p e r i e n c e d w i t h m a i n s t r e a i n g .
p l a c e m e n t s w ere i d e n t i f i e d .
w ere a l s o i d e n t i f i e d .

S e v e n t y "most s u c c e s s f u l "

F if ty - n in e " l e a s t s u c c e s s fu l" placements

S p e c i f i c numbers o f r e s p o n s e s hav e been p r o v i d e d

e a r l i e r in t h i s c h a p t e r .

This s e c ti o n w ill ad d ress th e q u e s tio n s

l i s t e d above.
Resul t s
Are d i f f e r e n c e s i n t h e p e r c e n t a g e o f t i m e s p e n t by t h e h a n ­
dicapped s tu d e n t in th e r e g u l a r classroom a s s o c ia t e d w ith
t h e p e r c e iv e d judgm ents o f s u c c e ss o f such placement?
F o r e a c h c h i l d i d e n t i f i e d a s a "m os t s u c c e s s f u l " o r " l e a s t
s u c c e s s f u l " m a i n s t r e a m p l a c e m e n t , t h e t e a c h e r was a s k e d t o i n d i c a t e
th e p e rc e n ta g e o f time t h e c h i l d s p e n t in th e r e g u l a r classroom .
Table 5 p ro v id es th e r e s u l t s o f th e t e a c h e r s '

responses.

T a b l e 5 . — P e r c e n t a g e o f t i m e s p e n t i n c l a s s r o o m by number and p e r c e n t
o f c h i l d r e n i d e n t i f i e d a s "m os t s u c c e s s f u l " and " l e a s t
s u c c e s s f u l " a s r e p o r t e d by c l a s s r o o m t e a c h e r s .
Most S u c c e s s f u l
P e r c e n t o f Day
in R egular Class

Least Successful

Number
(N=70)

Percent

Number
(N=59)

Percent

1-25%

12

17%

15

25%

26-50%

12

17%

6

10%

51-75%

7

10%

11

19%

76-99%

30

43%

16

27%

A l l day

8

11%

11

19%

84

No c l e a r l y d i s c e r n i b l e p a t t e r n eme rges from t h i s t a b l e .

In

b o t h g r o u p s t h e g r e a t e s t numbers o f s t u d e n t s s p e n t 76 t o 99 p e r c e n t o f
t h e day i n t h e r e g u l a r c l a s s r o o m .
T ea ch ers' p e r c e p tio n s reg a rd in g w hether c h ild r e n a r e placed
a p p r o p r i a t e l y o r s h o u l d s pe nd more o r l e s s t i m e a r e r e p o r t e d i n
T a b l e 6.

T a b l e 6 . — A p p r o p r i a t e n e s s o f t i m e s p e n t i n r e g u l a r c l a s s r o o m by number
and p e r c e n t o f c h i l d r e n i d e n t i f i e d a s "most s u c c e s s f u l " and
" l e a s t s u c c e s s f u l " a s r e p o r t e d by c l a s s r o o m t e a c h e r s .
Most S u c c e s s f u l

Least Successful

Number
(N=70)

Percent

Number
(N=59)

Percent

Agree w i t h p l a c e m e n t

42

62%

16

27%

S ho u ld be i n c l a s s r o o m more

11

16%

5

8%

S ho u ld be in c l a s s r o o m l e s s

15

21%

34

58%

Agreement

T a b l e 6 i n d i c a t e s , a s m i g h t be e x p e c t e d , t h a t t e a c h e r s f e e l a
h i g h p e r c e n t a g e o f " l e a s t s u c c e s s f u l " p l a c e m e n t s s h o u l d be in t h e
classroom l e s s .

T e a c h e r s a g r e e w i t h t h e amount o f t i m e c h i l d r e n a r e

a s s i g n e d t o c l a s s r o o m s more o f t e n f o r "most s u c c e s s f u l " p l a c e m e n t s
than f o r " l e a s t s u c c e s s f u l " placem ents.

The s u r p r i s i n g f a c t o r i s

t h a t a few c h i l d r e n who a r e i d e n t i f i e d a s " l e a s t s u c c e s s f u l " p l a c e m e n t s
a r e s e e n by t e a c h e r s a s n e e d i n g more t i m e i n t h e r e g u l a r c l a s s r o o m .

On

t h e o t h e r h a n d , a number o f "most s u c c e s s f u l " p l a c e m e n t s a r e i d e n t i f i e d
a s n e e d i n g l e s s t i m e in t h e r e g u l a r c l a s s r o o m .

85

Are d i f f e r e n c e s i n c e r t a i n t y p e s o f p r o b l e m s , i . e . , a c a d e m i c
l e a r n i n g , b e h a v io r, e t c . , in th e r e g u l a r classroom a s s o c i a t e d
w i t h t h e p e r c e i v e d ju d g m e n t s o f s u c c e s s o f p l a c e m e n t ?
D e f i n i t i o n s o f c a t e g o r i e s u n d e r w hic h r e s p o n s e s o f p r o b l e m s
i d e n t i f i e d by t e a c h e r s were g r ou pe d have been p r o v i d e d e a r l i e r i n
th i s chapter.

U n d u p l i c a t e d c o u n t s were p r o v i d e d f o r p r o b l e m s t o i d e n ­

t i f y g e n e r a l c o n c e r n s o f t e a c h e r s and t e a c h e r - c o n s u l t a n t s r e g a r d i n g
mainstream ing.
T a b l e 7 p r e s e n t s t h e number o f p r o b le m s code d u n d e r e a c h o f
t h e c a t e g o r i e s w hich t e a c h e r s a s s o c i a t e d w i t h t h e m a i n s t r e a m e d c h i l ­
d r e n t h e y had i d e n t i f i e d by "most s u c c e s s f u l " and " l e a s t s u c c e s s f u l "
placem ents.

In g e n e r a l , t h e r e i s l i t t l e d i f f e r e n c e betwe en t y p e s o f

p r o b le m s r e p o r t e d f o r "most s u c c e s s f u l " and " l e a s t s u c c e s s f u l " m a i n ­
stream placem ents.

Teachers most f r e q u e n t l y r e p o r t problems a s s o c i a t e d

w i t h i n a b i l i t y t o p e r f o r m a c a d e m i c o r c l a s s r o o m w o rk , b e h a v i o r c h a r ­
a c t e r i s t i c o f e m o t i o n a l o r p e r s o n a l i t y d i s o r d e r s , and d i s r u p t i v e /
a g g r e s s i v e s o c i a l b e h a v i o r f o r b o t h "most s u c c e s s f u l " and " l e a s t
su c c e ssfu l" placements.
Are d i f f e r e n c e s i n c e r t a i n t y p e s o f s u p p o r t i v e s e r v i c e s
c u r r e n t l y being provided f o r mainstream ed, handicapped c h i l ­
dren in th e r e g u l a r classroom a s s o c ia te d w ith the p e rc e iv e d
judgm ents o f s u c c e ss o f placement?
D e f i n i t i o n s o f c a t e g o r i e s u n d e r which r e s p o n s e s o f a s s i s t a n c e
r e c e i v e d and n e e d e d w ere g r o up ed have been p r o v i d e d e a r l i e r i n t h i s
chapter.

U n d u p l i c a t e d c o u n t s w er e p r o v i d e d t o i d e n t i f y g e n e r a l l y w h a t

kind o f a s s i s t a n c e t e a c h e r s r e p o r t w ith re g a rd to m a in stream in g .

Table 7 . — Problem typ e s by number a s s o c i a t e d w i t h "most s u c c e s s f u l " and " l e a s t s u c c e s s f u l "
ma in str ea m ed , handicapped c h i l d pl ac em en ts as r e p o r t e d by t e a c h e r s .
Most S u c c e s s f u l
Type o f Problem

Number o f
Responses
(N = 100)

Percent of
Responses

Least Successful
Number o f
Responses
(N = 114)

Percent of
Responses

Problems R e l a t e d t o t h e Chil d
A—A t t e n d i n g Beha vio rs
B— P h y s ic a l o r H e a l t h - R e l a t e d Problems
C— I n a b i l i t y t o Perform Academic o r Classroom
Work
D—C o n d i t i o n s o r Behavior S u g g e s t i v e o f
P o t e n t i a l f o r Emotional Impairment
E - - D i s r u p t i v e / A g g r e s s i v e S o c i a l Behavior
F— P o t e n t i a l S o c i a l / E m o t i o n a l Adjustment
Problem, U n s p e c i f i e d

8
7

8%
7%

7
5

6%
4%

26

25%

30

26%

18
17

18%
17%

25
24

22%
21%

1

1%

9

8%

2
7
11

2%
7%
11%

0
2
9

0
2%
8%

1
2

1%
2%

3
0

3%
0

2

2%

2

2%

Problems R e l a t e d t o t h e Teach er o r
Teaching Function
G—Sc he d ul in g
H—Lack o f T ea che r P r e p a r a t i o n o r Knowledge
I--Adequacy o f Su pp or t A s s i s t a n c e
Other
J — Home C o n d it io n s
K—S a f e t y Is s u e s
Not co d a b l e

87

T a b l e 8 p r e s e n t s t h e number and p e r c e n t a g e o f r e s p o n s e s
a s s i g n e d t o e a c h o f t h e c a t e g o r i e s o f a s s i s t a n c e p r o v i d e d and a s s i s ­
t a n c e n e e d e d which t e a c h e r s a s s o c i a t e d w i t h t h e m a i n s t r e a m e d c h i l d r e n
t h e y had i d e n t i f i e d a s "most s u c c e s s f u l " and " l e a s t s u c c e s s f u l " p l a c e ­
ments.

I t a p p e a r s , from e x a m in in g T a b l e 8 , t h a t t h e r e may be o n l y one

d i f f e r e n c e betwe en t h e v a r i o u s k i n d s o f a s s i s t a n c e r e c e i v e d f o r "most
s u c c e s s f u l " and " l e a s t s u c c e s s f u l " p l a c e m e n t s i n t h a t c h i l d r e n a r e
more o f t e n "removed from t h e c l a s s r o o m " i n t h e c a s e o f " l e a s t s u c c e s s ­
f u l" placem ents.

In b o t h " l e a s t s u c c e s s f u l " and "most s u c c e s s f u l "

placem ents, a s s i s t a n c e is p r im a r ily provided d i r e c t l y to th e c h i l d ,
w ith a r e l a t i v e l y small p e rc e n ta g e r e p o r t e d as a s s i s t a n c e p ro v id ed
to th e te a c h e r through s u g g e s tio n s , m a t e r i a l s , or co o p e ra tio n .
A l t h o u g h t h e number o f r e s p o n s e s i n d i c a t i n g a s s i s t a n c e nee de d
i s s m a l l , i t i s i n t e r e s t i n g t o n o t e t h a t r e s p o n s e s i n d i c a t i n g a need
f o r a s s i s t a n c e t o t h e t e a c h e r w ere among t h e m os t f r e q u e n t l y c i t e d
f o r b o t h "most s u c c e s s f u l " and " l e a s t s u c c e s s f u l " p l a c e m e n t s .
T a b l e 9 i n d i c a t e s t h e number o f i d e n t i f i e d c h i l d r e n f o r whom
t e a c h e r s i n d i c a t e d w h e t h e r o r n o t t h e y w ere s a t i s f i e d w i t h a s s i s t a n c e
received.

As m i g h t be e x p e c t e d , t h e r e was a h i g h e r number and p e r ­

c e n t a g e o f t e a c h e r s s a t i s f i e d w i t h a s s i s t a n c e r e c e i v e d f o r " m os t
s u c c e s s f u l" placem ents than f o r " l e a s t s u c c e s s f u l" placem ents.

Those

r e s p o n d i n g f o r " l e a s t s u c c e s s f u l " p l a c e m e n t s w ere a b o u t e q u a l l y d i v i d e d
be tw ee n b e i n g s a t i s f i e d o r n o t b e i n g s a t i s f i e d .

Table 8 . —A ssistan c e receiv ed and needed by number and p e r c e n t a s s o c ia te d w ith seventy "most s u c c e s s fu l" and f i f t y - n i n e " l e a s t
s u c c e s s fu l" placements o f mainstreamed, handicapped c h i ld r e n as r e p o r te d by classroom te a c h e r s .
A s sista n c e Received
Most Successful
A ssista n c e

Number of
Responses
(N = 90)

Percent
of Total
Responses

A ssistan c e Needed

L east Successful

Most Successful

L east Successful

Number of
Responses
(N = 65)

P ercent
o f Total
Responses

Number of
Responses
(N = 8)

P ercent
of Total
Responses

Number of
Responses
(N = 27)

Percent
of Total
Responses

D ir e c t A ssista n c e to Child
A—A dditional I n s t r u c t i o n —Place
U nspecified

4

4%

1

1.5%

2

25%

3

11%

31

34%

25

38%

0

0

2

7%

C—A dditio nal I n s t r u c t i o n —In
Regular Classroom

3

3%

1

1.5%

0

0

2

7%

D—Remove from Classroom

2

2%

13

20%

0

0

4

15%

13

14%

8

12%

1

12.5%

3

11%

F—A p p lic a tio n o f Behavior Management
Techniques

2

2%

2

3%

1

12.5%

0

0

G—Social-Em otional Help

5

6%

5

8%

0

0

4

15%

H—H ealth Care o r Evaluation

5

6%

0

0

0

0

0

0

13

14%

4

6%

2

25%

7

26%

J —P aren t Contact

9

10%

3

5%

2

25%

1

4%

K—Diagnosis

3

3%

3

5%

0

0

1

4%

B—A dditional I n s t r u c t i o n —O utside
o f Classroom

E—Counseling

A s s is ta n c e t o Teacher
I —S u g g estio n s, M a t e r i a l s , Cooperation
Other

Not codable

6

2

1

6

89

T a b l e 9 . - - S a t i s f a c t i o n w i t h a s s i s t a n c e r e c e i v e d by number and p e r c e n t
a s s o c i a t e d w i t h "m os t s u c c e s s f u l " and " l e a s t s u c c e s s f u l "
placem ents o f m ainstream ed, handicapped c h ild r e n as r e p o r te d
by t e a c h e r s .
Least Successful

Most S u c c e s s f u l
Sati s f a c tio n

Number o f
Chi 1 dr en
(N = 70)

Percent of
R es p o n s es

Number o f
Children
(N = 59)

Percent of
Re s po ns es

S atisfied--yes

54

77%

24

41%

Sati s fie d --n o

10

14%

22

37%

6

9%

13

22%

S a tis f a c tio n not
indicated

Are d i f f e r e n c e s i n c e r t a i n t y p e s o f h a n d i c a p s a s s o c i a t e d
w ith th e p e rc e iv e d judgments o f su c c e ss o f placement?
T e a c h e r s w ere a s k e d t o i n d i c a t e w h a t t y p e o f h a n d i c a p had been
a s s i g n e d t o e ac h o f t h e c h i l d r e n r e p o r t e d i n t h i s s t u d y .

T hirty-nine

e m o tio n ally im paired, n in e te e n educable m e n tally im paired, t h i r t y se v e n l e a r n i n g d i s a b l e d , f i v e p h y s i c a l l y o r o t h e r w i s e h e a l t h i m p a i r e d ,
two v i s u a l l y i m p a i r e d , and s i x h e a r i n g i m p a i r e d c h i l d r e n w er e i d e n t i ­
fied.

In t h e c a s e s o f e i g h t e e n c h i l d r e n , t e a c h e r s i n d i c a t e d more

t h a n one t y p e o f h a n d i c a p ; i . e . ,

f o r c h i l d A t h e t e a c h e r may have

c i r c l e d b o th e m o t i o n a l l y i m p a i r e d and e d u c a b l e m e n t a l l y i m p a i r e d ,
and f o r C h i l d F a t e a c h e r may have c i r c l e d b o t h p h y s i c a l l y o r o t h e r ­
w i s e h e a l t h i m p a i r e d and l e a r n i n g d i s a b l e d .

T h e s e c h i l d r e n w er e

grouped under t h e c l a s s i f i c a t i o n o f m u l t i p l e im pairm ent.

T a b l e 10

provides in fo rm atio n re g ard in g th e types o f handicapping c o n d itio n s
a s s o c i a t e d w i t h "m os t s u c c e s s f u l " and " l e a s t s u c c e s s f u l " p l a c e m e n t s .

90

T a b l e 1 0 . - - H a n d i c a p p i n g c o n d i t i o n s by number and p e r c e n t a s s o c i a t e d
w i t h "most s u c c e s s f u l " and " l e a s t s u c c e s s f u l " p l a c e m e n t s .
Most S u c c e s s f u l

Least Successful

Number o f
Children
(N = 70)

Percent
o f Total

Number o f
ChiIdren
(N = 59)

Percent
o f Total

Em otionally impaired

17

24%

22

37%

E d u c a b le m e n t a l l y i m p a i r e d

10

14%

9

15%

Learning d is a b l e d

24

34%

13

22%

P h y s i c a l l y handicapped

5

7%

0

0

V is u a lly impaired

1

2%

1

2%

Hearing im paired

4

6%

2

3%

M u ltip le impairment

7

10%

11

19%

Not i d e n t i f i e d

2

3%

0

0

D o n ' t know

0

0

1

2%

H and ica p

T a b l e 10 i n d i c a t e s a somewhat h i g h e r p e r c e n t a g e o f " l e a s t s u c ­
c e s s f u l" placements a r e i d e n t i f i e d as e m o tio n a lly im paired c h ild r e n
o r a s h a v i n g more t h a n one h a n d i c a p .

Learning d is a b le d c h i ld r e n

a p p e a r t o be somewhat more o f t e n i d e n t i f i e d a s "most s u c c e s s f u l "
placem ents.

P h y s i c a l l y h a n d i c a p p e d c h i l d r e n w ere i d e n t i f i e d a s "most

s u c c e s s f u l " b u t not i d e n t i f i e d as " l e a s t s u c c e s s f u l " p la c e m e n ts .

Other

h a n d i c a p p e d c h i l d r e n w ere i d e n t i f i e d w i t h n e a r l y t h e same r e l a t i v e
f r e q u e n c y f o r b o t h "most s u c c e s s f u l " and " l e a s t s u c c e s s f u l " p l a c e m e n t s .
Any g e n e r a l d i f f e r e n c e s a s s o c i a t e d w i t h t y p e o f h a n d i c a p s and c l a s s i ­
f i c a t i o n o f s u c c e s s mus t be viewe d w i t h c a u t i o n .

C ertain ly , th ere is

nee d f o r f u r t h e r i n - d e p t h s t u d y o f i n d i v i d u a l s t u d e n t s .

91

Are d i f f e r e n c e s i n c e r t a i n t y p e s o f p r o b l e m s , s u p p o r t i v e
s e r v i c e s c u r r e n t l y b e i n g p r o v i d e d , and s u p p o r t i v e s e r v i c e s
i d e n t i f i e d a s n ee d e d f o r m a i n s t r e a m e d , h a n d i c a p p e d c h i l d r e n
in th e r e g u l a r classroom a s s o c ia t e d w ith c e r t a i n types of
handicaps?
T a b l e 11 g r o u p s t h e number o f r e s p o n s e s coded u n d e r ea ch
c a t e g o r y o f p r o b le m s by t y p e o f h a n d i c a p .

I t i s d i f f i c u l t t o com­

pare problems a s s o c i a t e d w ith th e v a r io u s handicaps r e p o r t e d in
T a b l e 11 b e c a u s e o f t h e d i f f e r i n g numbers o f s t u d e n t s on w hic h t e a c h ­
e r s r e p o r t e d in t h i s stu d y .

Beca use o f s m a l l numbers and t h e v a r i e t y

o f p r o b le m s r e p o r t e d , no p a t t e r n s were i d e n t i f i e d f o r p h y s i c a l l y h a n ­
d i c a p p e d , v i s u a l l y i m p a i r e d , and h e a r i n g i m p a i r e d c h i l d r e n .

Teachers

most o f t e n i d e n t i f i e d c o n d i t i o n s o r b e h a v i o r s u g g e s t i v e o f p o t e n t i a l
f o r emotional

i m p a i r m e n t (14 r e s p o n s e s ) and d i s r u p t i v e / a g g r e s s i v e

b e h a v i o r s (26 r e s p o n s e s ) when d e s c r i b i n g p r o b le m s a s s o c i a t e d w i t h
e m o tio n a lly im p a ire d , mainstreamed c h i l d r e n , w h ile i n a b i l i t y t o p e r ­
form a c a d e m i c o r c l a s s r o o m work (26 r e s p o n s e s ) i s more o f t e n a s s o ­
c ia te d w ith le a rn in g d is a b le d c h ild r e n .

A number o f t e a c h e r s a l s o

r e p o r t e d problems w ith c o n d i t i o n s o r b e h a v io r s u g g e s t i v e o f p o t e n t i a l
f o r e m o t i o n a l i m p a i r m e n t (10 r e s p o n s e s ) f o r l e a r n i n g d i s a b l e d c h i l d r e n .
A l t h o u g h t h e numbers o f e d u c a b l e m e n t a l l y i m p a i r e d and m u l t i p l y
i m p a i r e d c h i l d r e n i d e n t i f i e d i n t h i s s t u d y were e a c h a b o u t o n e - h a l f
t h e number o f t h o s e i d e n t i f i e d e i t h e r a s e m o t i o n a l l y i m p a i r e d o r
l e a r n i n g d i s a b l e d , i t i s i n t e r e s t i n g t o n o t e t h a t t e a c h e r s w ere c o n ­
c e r n e d a b o u t p r o b le m s s i m i l a r t o t h o s e a s s o c i a t e d w i t h t h e l e a r n i n g
d i s a b l e d c h i l d - - i n a b i l i t y t o p e r f o r m a ca d em i c o r c l a s s r o o m work and
c o n d i tio n s o r b e h a v io r s u g g e s tiv e o f p o t e n t i a l f o r emotional im p a ir­
me nt.

Table 1 1 .—Problem types by number o f responses grouped by type o f handicapped c h i ld r e n .
Type of Handicap
Problems

El

EMI

LD

POHI

VI

HI

M ultiple

(N=39)

(N=19)

(N=37)

(N=5)

(N=2)

(N=6)

(N=18)

Not
I.D.
(N=3)

T otals

Problems Related to th e Child
A—A ttending Behaviors

8

1

3

1

1

0

0

1

15

B—Physical o r Health Related

1

3

1

2

1

2

1

1

12

C—I n a b i l i t y to Perform Academic or Classroom Work

7

8

26

0

0

2

10

3

56

D—C onditions o r Behavior S uggestive o f P o te n ti a l
f o r Emotional Impairment

14

6

10

0

1

2

9

1

43

E—D isru p tiv e /A g g re ssiv e Social Behavior

26

3

3

2

0

0

5

2

41

3

0

3

0

0

0

3

1

10

6—Scheduling

0

1

1

0

0

0

0

0

2

H—Lack o f Teacher P re p a ra tio n o r Knowledge

2

3

0

1

0

2

1

0

9

I —Adequacy o f Support A ssistanc e

5

4

4

1

1

1

4

0

20

J —Home Conditions

1

0

0

0

0

0

3

0

4

K—S afety Issu es

0

0

0

1

0

0

1

0

2

Not codable

1

3

0

0

0

0

0

0

4

68

32

51

8

4

9

37

9

218

F—P o te n ti a l Social/Em otional Adjustment Problem,
U nspecified
Problems Related to Teacher o r Teaching Function

Other

T o ta ls

10

ro

93

T a b l e 12 g r o u p s t h e numbers o f r e s p o n s e s a s s i g n e d t o e ac h
c a t e g o r y o f a s s i s t a n c e r e c e i v e d by t y p e o f h a n d i c a p f o r w hich i t i s
described.

The t y p e s o f a s s i s t a n c e r e p o r t e d m o s t o f t e n f o r e m o t i o n a l l y

i m p a i r e d s t u d e n t s w e r e removal from t h e c l a s s r o o m (11 r e s p o n s e s ) and
counseling

(12 r e s p o n s e s ) .

A s s i s t a n c e t o t h e t e a c h e r and p a r e n t s

(7 r e s p o n s e s e a c h ) was r e p o r t e d more o f t e n f o r e m o t i o n a l l y i m p a i r e d
stu d e n ts than f o r o th e r types of handicaps.

In c o n t r a s t , a s s i s t a n c e

r e p o r t e d most o f t e n f o r l e a r n i n g d i s a b l e d s t u d e n t s was i n s t r u c t i o n
o u t s i d e o f t h e c l a s s r o o m (25 r e s p o n s e s ) .

A l t h o u g h t h e numbers o f

educable m e n tally im paired s tu d e n ts r e p o rte d in t h i s study a re about
o n e - h a l f as many a s e i t h e r l e a r n i n g d i s a b l e d o r e m o t i o n a l l y i m p a i r e d ,
a p r o p o r t i o n a t e number o f r e s p o n s e s i n d i c a t e d t h a t , l i k e t h e l e a r n i n g
d i s a b l e d c h i l d , i n s t r u c t i o n o u t s i d e o f t h e c l a s s r o o m was t h e m os t f r e ­
quently rep o rted type of a s s is ta n c e receiv ed .
T a b l e 13 g r o u p s t h e number o f r e s p o n s e s a s s i g n e d t o e a c h c a t e ­
g o r y o f a s s i s t a n c e n e e d e d f o r e a c h t y p e o f h a n d i c a p f o r w hic h t h e y
w ere r e p o r t e d .

R e s p o n s e s f o r t y p e s o f a s s i s t a n c e need ed w ere s m al l

and v a r i e d ; t h u s no p a t t e r n s c o u l d be i d e n t i f i e d f o r any one t y p e o f
handicap.

Table 1 2 .—A ssista n c e rec eive d by number o f responses grouped by type o f handicapped c h i ld r e n .
Type o f Handicap
A ssistan c e

El

EMI

LD

POHI

VI

(N=39)

(N=19)

(N=37)

(N=5)

(N=2)

(N=6)

HI

M u ltiple
(N=18)

Not
I.D.
(N=3)

Total

D ir e c t A s sista n c e to Child
A—A ddition al I n s t r u c t i o n —Place U nspecified

1

1

1

0

0

0

1

1

5

B—A dditional I n s t r u c t i o n —O utside o f Classroom

6

10

25

0

2

2

9

2

56

C—A dditio nal I n s t r u c t i o n — In Regular Classroom

0

0

0

0

1

3

0

0

4

D—Remove from Classroom

11

2

0

0

0

0

2

0

15

E--Counseling

12

1

1

2

0

1

4

0

21

F—A p p lic a tio n o f Behavior Management Techniques

3

0

0

0

0

0

1

0

4

G—S ocial-Em otional Help

2

0

6

0

0

1

1

0

10

H—Health Care o r Evaluation

1

1

1

2

0

0

0

0

5

7

2

0

1

2

3

2

0

17

J —P arent Contact

7

1

1

1

0

1

1

0

12

K—Diagnosis

1

1

2

0

0

0

2

0

6

2

2

3

0

0

0

0

1

8

53

21

40

6

5

11

23

4

163

A ss is ta n c e t o Teacher
I —S u g g estio n s, M a t e r i a l s , Cooperation
Other

Not codable
T o ta ls

Table 1 3 .- - A s s i s ta n c e needed by number o f responses grouped by type of handicapped c h i l d r e n .
Type o f Handicap
A ssistan ce

El

EMI

LD

POHI

VI

HI

M ultiple

Not
I.D.
(N=3)

Total

(N=39)

(N=19)

(N=37)

(N=5)

(N=2)

(N=6)

A—A ddition al I n s t r u c t i o n —Place U nspecified

2

1

2

0

0

0

0

0

5

B—A dditional I n s t r u c t i o n —Outside Classroom

0

0

0

0

1

1

0

0

2

C—A dditio nal I n s t r u c t i o n — In Regular Classroom

1

0

0

0

0

0

1

0

2

D— Remove from Classroom

3

0

0

0

0

0

1

0

4

E—Counseling

2

0

1

0

0

0

0

1

4

F—A p p lic atio n o f Behavior Management Techniques

0

0

0

0

0

0

0

1

1

G—Social-Em otional Help

0

3

0

0

0

0

1

0

4

H—Health Care or E valuation

0

0

0

0

0

0

0

0

0

3

1

3

0

0

1

1

0

9

J —P aren t Contact

0

1

0

0

0

0

2

0

3

K—Diagnosis

0

0

0

0

0

0

1

0

1

2

1

2

0

0

0

2

0

7

13

7

8

0

1

2

9

2

42

(N=18)

D ir e c t A ssista n c e to Child

A ssista n c e to Teacher
I —S ug gestions, M a te r ia ls , Cooperation
Other

Not codable
T o ta ls

96
D i s c u s s i o n o f Data R e l a t e d t o F a c t o r s
Which C o n t r i b u t e t o S u c c e s s f u l o r
U n s u c c e s s f u l M ai n s tr ea m P l a c e m e n t
The r e s u l t s o f t h i s s t u d y do n o t a p p e a r t o s h e d l i g h t on
v a r i a b l e s w hic h m i g h t g e n e r a l l y a s s i s t i n d e s c r i b i n g o r d i f f e r e n ­
t i a t i n g a s u c c e s s f u l or u n su c c e ssfu l mainstream placem ent.

I t would

a p p e a r t h a t t h e s l i g h t d i f f e r e n c e s which do emerge may be b a s e d a s
much on t h e c h a r a c t e r i s t i c s and b e h a v i o r s o f t h e c h i l d a s on t h e
p r o b l e m s o r s u p p o r t i v e a s s i s t a n c e r e p o r t e d by t e a c h e r s .
t h e r e p o r t o f t e a c h e r s i s b a s e d on t h e i r e x p e r i e n c e s .

In a d d i t i o n ,
Their percep­

t i o n s o r i n t e r p r e t a t i o n s o f t h e s e e x p e r i e n c e s may have c r e a t e d some
of the d iffe re n c e s.
One i s t e m p t e d , i n a f u r t h e r s e a r c h f o r c l u e s o r l e a d s w i t h
which t o g e n e r a l i z e v a r i a b l e s i d e n t i f i e d i n t h i s s t u d y , t o s h i f t t h e
f o c u s t o t h e d i f f e r e n c e s betwe en t h e s e v a r i a b l e s w i t h t h e t y p e s o f
h a n d i c a p p e d c h i l d r e n r e p o r t e d by t e a c h e r s .

A casual p eru sal o f the

d a t a s u g g e s t e d t h a t one m i g h t i d e n t i f y i m p o r t a n t d i f f e r e n c e s , b u t upon
c a r e f u l r e v i e w , i t a p p e a r e d t h a t t h e r e s u l t s o f t h i s s t u d y do n o t p r o ­
v i d e enough c l e a r - c u t e v i d e n c e which c o u l d a c c u r a t e l y be u s e d t o
d e s c r i b e t y p e s o f p r o b l e m s , t y p e s o f a s s i s t a n c e r e c e i v e d and n e e d e d ,
and l e v e l o f s u c c e s s f o r t h e v a r i o u s t y p e s o f h a n d i c a p s .

D iffer­

e n c e s w hich a r e s u g g e s t e d by t h e d a t a may be due t o t h e s e v e r i t y
a n d /o r n a tu re of the handicap ty p ic a l o f t h i s p a r t i c u l a r d i s ­
trict.
I t a p p e a r s from t h e r e s u l t s o f t h i s s t u d y t h a t more i n - d e p t h
r e s e a r c h r e l a t e d to in d iv id u a l c h i l d r e n in a mainstreamed s e t t i n g i s
critica l.

97

I d e n t i f i c a t i o n o f F a c t o r s Which A f f e c t A t t i t u d e
The d a t a w ere a n a l y z e d i n an a t t e m p t t o examine c e r t a i n q u e s ­
t i o n s r e l a t e d t o t h e a t t i t u d e o f t e a c h e r s and t e a c h e r - c o n s u l t a n t s
tow ar d m a i n s t r e a m i n g .
1.

To w h a t d e g r e e do t e a c h e r s and t e a c h e r - c o n s u l t a n t s who
have e x p e r i e n c e d m a i n s t r e a m i n g s u p p o r t t h e c o n c e p t ?

2.

Are t h e r e d i f f e r e n c e s between t h e a t t i t u d e o f c l a s s r o o m
t e a c h e r s and t h e a t t i t u d e o f t e a c h e r - c o n s u l t a n t s to w a r d
m ainstream ing?

3.

What a r e t h e f a c t o r s e x p r e s s e d by t e a c h e r s and t e a c h e r c o n s u l t a n t s w hi ch a f f e c t t h e i r a t t i t u d e to w ar d m a i n stream ing?

R esults
To w h a t d e g r e e do t e a c h e r s and t e a c h e r - c o n s u l t a n t s who have
ex p erien ced m ainstream ing s u p p o rt th e concept?
S i x t y - t h r e e o f t h e s e v e n t y - o n e t e a c h e r s and t w e l v e o f t h e
t w e l v e t e a c h e r - c o n s u l t a n t s r a t e d t h e i r a t t i t u d e to w ar d m a i n s t r e a m i n g
on a s c a l e o f one t o f o u r :
p o s i t i v e , and 4 - p o s i t i v e .
resu lts of th is rating.

1 - n e g a t i v e , 2-so mew hat n e g a t i v e , 3-somewhat
T a b l e 14 p r o v i d e s i n f o r m a t i o n r e l a t i v e t o

Seventy-one p e r c e n t o f th e te a c h e rs r e p o rte d

t h a t t h e y a r e p o s i t i v e t o some d e g r e e r e g a r d i n g m a i n s t r e a m i n g .
Ninety-one p e rc e n t o f the t e a c h e r - c o n s u l t a n t s re p o rte d a p o s i t i v e
a t t i t u d e to w a r d m a i n s t r e a m i n g .

Are t h e r e d i f f e r e n c e s b et we en t h e a t t i t u d e o f c l a s s r o o m
t e a c h e r s and t h e a t t i t u d e o f t e a c h e r - c o n s u l t a n t s to w a r d
mainstream ing?
I t would a p p e a r from e x a m i n i n g T a b l e 14 t h a t a c c o r d i n g t o
s e l f - r a t i n g , t e a c h e r - c o n s u l t a n t s a r e somewhat more p o s i t i v e to w a r d
mainstream ing than a re classroom te a c h e r s .

No a t t e m p t was made t o

98

o b j e c t i f y t h e p e r c e p t i o n s o r v a l i d a t e them by o t h e r c r i t e r i a ; t h u s
c o m p a r i s o n s s h o u l d be made w i t h a g r e a t d e a l o f c a u t i o n .
T a b l e 1 4 . —A t t i t u d e to w a r d m a i n s t r e a i n g by number and p e r c e n t a s
r e p o r t e d by t e a c h e r s and t e a c h e r - c o n s u l t a n t s .
Number o f
Teachers
Res p on di n g
(N = 71)

Rating

Percent of
Teachers
Re sp ond ing

Percent of
T/C 's
Res p on di n g

Number o f
T/C 's
Resp ond ing
(N = 12)

2

3%

0

0

2 — Somewhat n e g a t i v e

11

15%

1

8%

3 — Somewhat p o s i t i v e

38

54%

4

33%

4— P o sitiv e

12

17%

7

58%

No r e s p o n s e

8

11%

0

0

1— N e g a t i v e

What a r e t h e f a c t o r s e x p r e s s e d by t e a c h e r s and t e a c h e r c o n s u l t a n t s w hich a f f e c t t h e i r a t t i t u d e to w a r d m a i n s t r e a m ­
in g ?
T e a c h e r s and t e a c h e r - c o n s u l t a n t s w ere a s k e d t o i d e n t i f y t h e
f a c t o r s w hich a f f e c t t h e i r a t t i t u d e to w a r d m a i n s t r e a m i n g .
were grouped in t o t h i r t e e n c a t e g o r i e s .

The r e s p o n s e s

Four o f t h e c a t e g o r i e s r e l a t e d

t o s c h o o l / p r o f e s s i o n a l c o n d i t i o n s , two c a t e g o r i e s had t o do w i t h p r i o r
e x p e r i e n c e w i t h m a i n s t r e a m i n g , f o u r c a t e g o r i e s w er e r e l a t e d t o e f f e c t
on s t u d e n t s , and two c a t e g o r i e s r e l a t e d t o t e a c h e r a d e q u a c y .

One

c a t e g o r y was u n i q u e and i s n o t r e l a t e d t o any o f t h e s e m a j o r c l a s s i ­
ficatio n s.

The t h i r t e e n c a t e g o r i e s i n c l u d e :

S c h o o l-P ro fessio n al C onditions
A.
B.
C.
D.

A d eq u at e S u p p o r t A v a i l a b l e
Inadequate Support A v ailab le
S c h e d u l i n g P rob lem s
Lack o f Time

99

P r i o r Experience w ith Mainstreaming
E.
F.

S uccessful Experience
Unsuccessful Experience

E f f e c t Upon S t u d e n t s
G.
H.
I.
J.

B eneficial
D etrim ental
B eneficial
D etrim ental

t o t h e H an d ic a p pe d C h i l d
t o t h e H a n di ca pp ed C h i l d
t o N on ha ndi ca pp ed C h i l d
t o No n ha nd ica pp ed C h i l d

T e a c h e r Adequacy
K.
L.

Inservice
Lack o f T r a i n i n g

Other
M.

Combined D i s t r i c t Programs

C a t e g o r y d e s c r i p t i o n s . — The c a t e g o r i e s a r e c h a r a c t e r i z e d by
th e follow ing d e s c rip tio n s .
S ch o o l-P ro fessio n al C onditions
A.

A d e q u a te S u p p o r t A v a i l a b l e — R e s p o n s e s coded u n d e r t h i s

c a t e g o r y i d e n t i f i e d s p e c i a l e d u c a t i o n a s s i s t a n c e a s a f a c t o r which
influenced te a c h e r s ' a t t i t u d e .

Comments i n c l u d e d i n t h i s c a t e g o r y

were e i t h e r an ac kn ow le dg me nt t h a t a s s i s t a n c e was a v a i l a b l e , i . e . ,
" i n m o s t i n s t a n c e s t e a c h e r s can r e c e i v e h e l p when t h e y need i t , "
p o s i t i v e comment a b o u t t h e a s s i s t a n c e , i . e . ,

or a

"good c o o p e r a t i o n from

r e s o u r c e room t e a c h e r " and "we have been g e t t i n g good s u p p o r t from
sp ecial education te a c h e r s ."
B.

I n a d e q u a t e S u p p o r t A v a i l a b l e - - A n y comment i n d i c a t i n g some

type o f d i s s a t i s f a c t i o n with s e r v ic e s is included in t h i s c a te g o ry .
The d i s s a t i s f a c t i o n m i g h t be a p h i l o s o p h i c a l d i f f e r e n c e , a d i f f e r e n c e
i n t h e a p p r o a c h u s ed w hic h made i t d i f f i c u l t f o r t h e c l a s s r o o m t e a c h e r ,
o r t h a t t h e r e was n o t enough a s s i s t a n c e a v a i l a b l e .

Examples o f

100

comments a s s i g n e d t o t h i s c a t e g o r y i n c l u d e :

"the classroom te a c h e r

d o e s n ' t have t h e t i m e o r money t o re w a rd h i s / h e r s t u d e n t s t h e same
w ay ," " I have p r o b le m s w i t h t h e r e w a r d s y s t e m used w i t h some o f t h e
s p e c i a l e d u c a t i o n r o o m s , " " i t i s d i f f i c u l t f o r t h e t e a c h e r when a
c h i l d l e a r n s t o e x p e c t e x t r a h e l p and t h u s d o e s n ' t d e v e l o p i n d e p e n ­
d e n c e , " " l a c k o f c o m m u n ic a ti o n s w i t h s p e c i a l e d u c a t i o n p e r s o n n e l , "
and " n o t enough s p e c i a l h e l p a v a i l a b l e . "
C.

S c h e d u l i n g P r o b l e m s — Some t e a c h e r s and t e a c h e r - c o n s u l t a n t s

i d e n t i f i e d p r o b le m s w i t h s c h e d u l i n g and k e e p i n g t r a c k o f c h i l d r e n
t r a v e l i n g between rooms a s a f a c t o r a f f e c t i n g t h e i r a t t i t u d e to w ar d
m ainstream ing.
D.

Lack o f Time— T h i s c a t e g o r y i n c l u d e s comments which i n d i ­

c a t e t h a t t h e h a n d i c a p p e d c h i l d n e e d s more h e l p i n t h e c l a s s r o o m
w hic h i s n o t a b l e t o be pv'ovided by c l a s s r o o m t e a c h e r s .
comments

include:

S elected

" o v e r l o a d e d c l a s s r o o m , " " I do n o t f e e l t h e c l a s s ­

room t e a c h e r s h o u l d t a k e n eed ed t i m e away from t h e r e s t o f t h e c l a s s , "
and " p l a c e s an e x t r a bu r de n on t h e c l a s s r o o m t e a c h e r . "
P r i o r E xperience w ith M ainstreaming
E.

Successful

E x p e r i e n c e — Comments a s s i g n e d t o t h i s c a t e g o r y

s t a t e d o r im plied t h a t s u c c e s s fu l e x p erien ces w ith mainstreaming
a c t i v i t i e s were a f a c t o r w hic h a f f e c t e d t h e i r a t t i t u d e .
t h e s e comments i n c l u d e :

Examples o f

"my e x p e r i e n c e w i t h m a i n s t r e a m i n g has been

s u c c e s s f u l " and "more h a n d i c a p p e d c h i l d r e n w ere s u c c e s s f u l

i n my

c l a s s r a t h e r than u n s u c c e s s fu l."
F.

U n s u c c e s s f u l E x p e r i e n c e — In c o n t r a s t t o s u c c e s s f u l e x p e r i ­

e n c e s , some r e s p o n s e s i n d i c a t e d t h a t an u n s u c c e s s f u l e x p e r i e n c e had

101
a f f e c t e d t h e i r a t t i t u d e to w a r d m a i n s t r e a m i n g .
co d ed u n d e r t h i s c a t e g o r y i n c l u d e :

Examples o f r e s p o n s e s

" t h e s e c h i l d r e n hav e been my b i g ­

g e s t d i s c i p l i n e pr obl em " and " t h e y add t o my p r o b l e m s . "
E f f e c t Upon S t u d e n t s
G.

B e n e f i c i a l t o t h e H an di ca pp ed C h i l d - - T h e comments i n c l u d e d

i n t h i s c a t e g o r y s t a t e d o r i m p l i e d t h a t c o n t a c t w i t h t h e "n o r m al "
c h i l d i n t h e r e g u l a r c l a s s r o o m s e t t i n g would be b e n e f i c i a l t o t h e
handicapped c h i l d .

The comments d i d n o t a l w a y s s t a t e how t h e h a n d i ­

c a p p e d c h i l d would b e n e f i t .
include:

Examples o f comments i n t h i s c a t e g o r y

" h e l p s them w i t h s o c i a l a d j u s t m e n t , " "a more r e a l i s t i c

s i t u a t i o n f o r t h e c h i l d t o a d j u s t t o l i f e " and " s t i g m a i s l e s s . "
H.

D etrim ental to th e handicapped c h ild - - S ta te m e n t s assig n ed

t o t h i s c a t e g o r y i n d i c a t e d t h a t t e a c h e r s f e l t c o m p a r i s o n s would be
made betwe en t h e h a n d i c a p p e d c h i l d and h i s "n o r m al " p e e r s .

They

i m p l i e d t h a t t h e h a n d i c a p p e d c h i l d m i g h t be r e j e c t e d by h i s / h e r p e e r s
o r make n e g a t i v e s e l f - a s s e s s m e n t s in r e l a t i o n t o h i s / h e r c o n t a c t
w ith "normal" p e e r s .

In e i t h e r c a s e , t h e i m p l i c a t i o n made by t h e

t e a c h e r was t h a t t h i s would be d e t r i m e n t a l
Comments t y p i c a l o f t h i s c a t e g o r y i n c l u d e :

to th e handicapped c h i l d .
" c h i l d becomes f r u s ­

t r a t e d when he s e e s wh at o t h e r s ca n do" and "some o f them a r e n ' t
a c c e p t e d by t h e r e s t o f t h e c l a s s . "
I.

B e n e f i c i a l t o N on han dic ap ped C h i l d —Any comment which

i m p l i e d t h a t t h e r e was b e n e f i t t o t h e n o n h a n d i c a p p e d c h i l d r e n in t h e
c l a s s r o o m was i n c l u d e d i n t h i s c a t e g o r y .

" I t i s a good e x p e r i e n c e

f o r t h e w h ol e c l a s s t o l e a r n t o work w i t h and a c c e p t s t u d e n t s o f d i f ­
ferent a b ilitie s"

i s t y p i c a l o f t h e comments a s s i g n e d t o t h i s c a t e g o r y .

102
J.

D e t r i m e n t a l t o N on ha nd ic a p pe d C h i l d — Comments a s s i g n e d t o

t h i s c a t e g o r y s t a t e d a c o n c e r n f o r t h e e f f e c t on " o t h e r s " i n t h e
c l a s s r o o m i f t h e h a n d i c a p p e d c h i l d was i n c l u d e d .
s am p le o f s t a t e m e n t s a s s i g n e d t o t h i s c a t e g o r y :

Following i s a
" I f e e l my own c l a s s

s u f f e r e d because o f t h e i n c lu s io n o f th e s e s tu d e n ts in r e g u l a r c l a s s e s , "
" I hav e s e e n o t h e r p r o b le m s o f t h e El s t u d e n t t h a t d i s r u p t s t h e c l a s s ­
room," and "can be d i s r u p t i v e t o o t h e r c h i l d r e n who a r e t r y i n g t o
learn ."
T e a c h e r Adequacy
K.

Inservice--Com ments a s s ig n e d t o t h i s c a te g o ry i n d i c a te d

t h a t i n s e r v i c e p r e s e n t a t i o n s t o t e a c h e r s w er e a f a c t o r which a f f e c t e d
t h e i r a t t i t u d e about m ainstream ing.
L.

Lack o f T r a i n i n g - - C o m m e n t s a s s i g n e d t o t h i s c a t e g o r y

w ere t h o s e which s t a t e d o r i m p l i e d t h a t t h e c h i l d c o u l d n o t g e t
ne ed ed h e l p b e c a u s e t h e c l a s s r o o m t e a c h e r f e l t t h a t h e / s h e " do es n o t
hav e t h e t r a i n i n g t o be a t e a c h e r f o r t h e h a n d i c a p p e d . "
Other
M.

Combined D i s t r i c t P r o g r a m s - - R e s p o n s e s a s s i g n e d t o t h i s

c a t e g o r y s a i d a f a c t o r a f f e c t i n g t h e i r a t t i t u d e was b r i n g i n g c h i l d r e n
from o t h e r d i s t r i c t s f o r a m a i n s t r e a m i n g pro gr am .
c h i l d r e n from o t h e r s c h o o l d i s t r i c t s "

Having t o " s e r v i c e

i s an exam ple o f r e s p o n s e s

assigned to th i s category.
Number o f r e s p o n s e s . - - A t o t a l o f 163 r e s p o n s e s d e s c r i b i n g
f a c t o r s a f f e c t i n g t h e i r a t t i t u d e w e r e p r o v i d e d by s i x t y - t h r e e o f t h e
s e v e n t y - o n e t e a c h e r s and a l l

twelve o f th e te a c h e r - c o n s u l t a n t s .

103
One hu ndr ed t h i r t y - t h r e e r e s p o n s e s w ere fr o m t e a c h e r s .
121 w ere a s s i g n e d t o t h e d e s c r i b e d c a t e g o r i e s .

Of t h e s e ,

S i x r e s p o n s e s were

n o t c o d a b l e b e c a u s e o f t h e i r v a g u e n e s s o r l a c k o f c l a r i t y and b e c a u s e
c o d e r s c o u l d n o t a g r e e on an a s s i g n m e n t t o a s p e c i f i c c a t e g o r y .
These r e s p o n s e s were e l i m i n a t e d .

S i x o t h e r s t a t e m e n t s w ere made by

c l a s s r o o m t e a c h e r s which c l e a r l y i d e n t i f i e d c e r t a i n f a c t o r s a f f e c t i n g
t h e i r a t t i t u d e b u t d i d n o t a p p e a r t o be r e l a t e d t o any o f t h e c a t e ­
g o r ie s or to each o t h e r .
1.
2.
3.
4.
5.
6.

These s t a t e m e n t s i n c l u d e :

"P hysical space inadequate"
" I have my own h a n d i c a p p e d c h i l d and am i n t e r e s t e d in
helping o th ers"
" [ M a i n s t r e a m i n g ] p r o v i d e s t e a c h e r a w a r e n e s s and f l e x i b i l i t y
"Personal challenge"
" [ H a n d i c a p p e d h a v e ] r i g h t t o be i n t h e c l a s s r o o m "
"[My a t t i t u d e i s ] i n f l u e n c e d by i n d i v i d u a l n e e d s o f t h e
child"

T h i r t y o f t h e r e s p o n s e s were from t e a c h e r - c o n s u l t a n t s .
t h e s e , t w e n t y were a s s i g n e d t o t h e d e s c r i b e d c a t e g o r i e s .
c o d a b l e and was e l i m i n a t e d .

Of

One was n o t

Nine o f t h e s t a t e m e n t s c l e a r l y i d e n t i f i e d

c e r t a i n f a c t o r s a f f e c t i n g t h e i r a t t i t u d e b u t d i d n o t a p p e a r t o be
r e l a t e d t o any o f t h e c a t e g o r i e s u n d e r w hi ch r e s p o n s e s from c l a s s r o o m
t e a c h e r s had been g r o u p e d .

These s t a t e m e n t s , u n i q u e t o t e a c h e r -

c o n s u lt a n ts , include:
1.

Two s t a t e m e n t s i n d i c a t e d t h a t t h e " n e g a t i v e a t t i t u d e o f
t e a c h e r s " a f f e c t s t h e t e a c h e r - c o n s u l t a n t 1s a t t i t u d e .

2.

T h r e e s t a t e m e n t s i n d i c a t e d t h a t t h e s p e c i a l e d u c a t i o n room
was a b e t t e r e n v i r o n m e n t f o r h a n d i c a p p e d c h i l d r e n and t h a t
t h e r e g u l a r c l a s s i s i n a d e q u a t e i n some way.

3.

Two s t a t e m e n t s i n d i c a t e d t h a t m a i n s t r e a m i n g i m p r o v e s
t e a c h e r s k i l l s and t h a t t h i s a f f e c t s t h e t e a c h e r c o n su lta n t's a ttitu d e .

4.

One s t a t e m e n t was t h a t m a i n s t r e a m i n g " p r o m o te s i n d i v i d u a l ­
ized e d u c a tio n ."

104
5.

One s t a t e m e n t was t h a t t h e y a r e " c o n c e r n e d t h a t s t u d e n t s
d o n ' t w a n t t o be t a k e n o u t o f room and ' b l a m e 1 t e a c h e r co n su ltan t."

T a b l e 15 p r e s e n t s t h e number o f r e s p o n s e s f o r t e a c h e r s and
t e a c h e r - c o n s u l t a n t s w hic h w e r e a s s i g n e d t o e ac h o f t h e d e s c r i b e d
categories.

The f a c t o r which t e a c h e r s and t e a c h e r - c o n s u l t a n t s m o s t

o fte n i d e n t i f i e d as a f f e c t i n g t h e i r a t t i t u d e i s t h a t m ainstream ing
i s b e n e f i c ia l to th e handicapped c h i l d .

Indeed, f o r t e a c h e r con­

s u l t a n t s , t h i s i s t h e o n l y f a c t o r w hic h a p p e a r s t o s t a n d o u t .

The

n e x t t h r e e f a c t o r s which m o s t o f t e n a f f e c t t e a c h e r a t t i t u d e w ere
re la te d to sch o o l/p ro fe ssio n a l co n d itio n s:

l a c k o f t i m e (32%), i n a d e ­

q u a t e s u p p o r t a v a i l a b l e (24%), and a d e q u a t e s u p p o r t a v a i l a b l e

(24%).

T a b l e 16 p r e s e n t s t h e number o f r e s p o n s e s f o r t e a c h e r s and
t e a c h e r - c o n s u l t a n t s grouped a c c o rd in g t o w hether th e f a c t o r i s nega­
tiv e or positive.

I t is i n t e r e s t i n g t h a t the responses o f te a c h e rs

a r e n e a r l y e q u a l l y d i v i d e d be t w e e n p o s i t i v e and n e g a t i v e f a c t o r s
which a f f e c t t h e i r a t t i t u d e to w a r d m a i n s t r e a m i n g .

T eacher-consultants

i d e n t i f y a s l i g h t l y hig h e r p ro p o rtio n o f p o s iti v e f a c t o r s than nega­
tive factors.

D i s c u s s i o n o f Da ta R e l a t e d t o
T e a c h e r and T e a c h e r - C o n s u l t a n t
A t t i t u d e Toward M a i n s t r e a m i n g
When one ex am in es t h e r e s u l t s o f t h i s s t u d y , i t becomes
a p p a r e n t t h a t t h e m a j o r i t y o f b o t h t e a c h e r s and t e a c h e r - c o n s u l t a n t s
r a t e t h e m s e l v e s a s p o s i t i v e t o some d e g r e e to w a r d m a i n s t r e a m i n g .
T e a c h e r - c o n s u l t a n t s , h o w e v e r , a p p e a r t o be somewhat more p o s i t i v e
to w a r d m a i n s t r e a m i n g t h a n a r e c l a s s r o o m t e a c h e r s .

Both g r o u p s f o c u s

Table 1 5 .—F acto rs which a f f e c t a t t i t u d e by number and p e r c e n t as r e p o r te d by te a c h e r s and te ac h er-c o n su l t a n t s .
Teachers (N = 63)

T each er-C onsultants (N = 12)

Number o f
Responses
Assigned to
C atego ries
(N = 121)

Percent of
Teachers
Responding

Number o f
Responses
Assigned to
C atego ries
(N = 20)

Percent o f
Teacher
C onsultants
Responding

A—Adequate Support A v ailab le

15

24%

0

0

B— Inadequate Support A vailab le

18

29%

1

8%

3

5%

3

25%

20

32%

2

17%

10

16%

1

8%

6

10%

0

0

21

33%

10

83%

H—Detrim ental to th e Handicapped Child

6

10%

0

0

I —B e n e fic ia l to th e Nonhandicapped Child

6

10%

2

17%

J--D e trim e n ta l t o th e Nonhandicapped Child

7

11%

0

0

K --In se rv ic e

2

3%

0

0

L—Lack o f Training

4

6%

1

8%

3

5%

0

0
8%

F acto rs

S ch o o l-P ro fessio n al C onditions

C—Scheduling Problems
D--Lack o f Time
P r i o r Experience with Mainstreaminq
E—S uccessful Experience
F—Unsuccessful Experience
E f f e c t Upon Students
6 - - B e n e f ic ia l to th e Handicapped Child

Teacher Adequacy

Other
M—Combined D i s t r i c t Programs
Not codable

6

1

In dividual f a c t o r s not assig n ed to c a te g o r ie s

6

9

106
T a b l e 1 6 . — N e g a t i v e and p o s i t i v e f a c t o r s a f f e c t i n g a t t i t u d e by number
a s r e p o r t e d by t e a c h e r s and t e a c h e r - c o n s u l t a n t s .

Factors

Number o f
Teachers
R es p on di n g
(N = 63)

Number o f
T/C 's
Re sp on di n g
(N = 12)

N egative
18

1

3

3

20

2

F— U n s u c c e s s f u l E x p e r i e n c e

6

0

H— D e t r i m e n t a l t o H a n d ic a pp ed C h i l d

6

0

J--D etrim ental

7

0

B --Inadequate Support A v a ila b le
C— S c h e d u l i n g Pro blem s
D— Lack o f Time

t o N onh an di ca pp ed C h i l d

L— Lack o f T r a i n i n g

4
64

7

A— A d e q u a te S u p p o r t A v a i l a b l e

15

0

E— S u c c e s s f u l E x p e r i e n c e

10

1

G— B e n e f i c i a l t o H a n d ic a p pe d C h i l d

21

10

6

2

_2

_0

54

13

P ositive

I — B e n e f i c i a l t o N on ha n di ca pp ed C h i l d
K— I n s e r v i c e

Other
M— Combined D i s t r i c t Program

3

107

on t h e b e n e f i t s o f m a i n s t r e a m i n g t o t h e h a n d i c a p p e d c h i l d a s t h e p o s i ­
t i v e f a c t o r w hic h mo st o f t e n a f f e c t s t h e i r a t t i t u d e .

One i s n o t a b l e

t o d e t e r m i n e why t h e y f e e l m a i n s t r e a m i n g i s b e n e f i c i a l .

I t may be

t h a t b a s e d on t h e i r own e x p e r i e n c e s t h e y have o b s e r v e d b e n e f i t s f o r
th e handicapped c h i l d .

They may a l s o be i n f l u e n c e d by t h e law and r e g u ­

l a t i o n s w hi ch r e q u i r e p l a c e m e n t i n t h e l e a s t r e s t r i c t i v e a l t e r n a t i v e .
T e a c h e r s may, t h r o u g h v a r i o u s me an s, have a c c e p t e d t h e p o s i t i o n t h a t
t h e r e a r e b e n e f i t s w hi ch a c c r u e from b e i n g w i t h i n t h e m a i n s t r e a m o f
society.
In a n a l y z i n g t h e r e s p o n s e s o f c l a s s r o o m t e a c h e r s more c l o s e l y ,
i t a p p e a r s t h e r e may be some a m b i v a l e n c e r e g a r d i n g t h e i r a t t i t u d e
to w a r d m a i n s t r e a m i n g .
ficial

Although th e y f e e l

t h a t m ainstream ing i s bene­

t o t h e h a n d i c a p p e d c h i l d and t h i s a f f e c t s t h e i r a t t i t u d e , t h e y

i d e n t i f y two n e g a t i v e f a c t o r s a s s o c i a t e d w i t h s c h o o l - p r o f e s s i o n a l c o n ­
d i t i o n s w ith n e a r l y equal freq u en c y :

(1) l a c k o f t i m e and (2) i n a d e ­

quate support s e rv ic e s .
In a d d i t i o n t o t h e mixed f a c t o r s which w ere i d e n t i f i e d , e i g h t
o f t h e s e v e n t y - o n e t e a c h e r s (11%) w ere e v i d e n t l y h e s i t a n t t o r a t e and
d i s c u s s t h e i r a t t i t u d e to w a r d m a i n s t r e a m i n g , e ve n th o u g h t h e y had p a r ­
ticip ated

in th e r e s t o f th e survey.

They may n o t f e e l

com fortab le in

d i s c u s s i n g t h e i r a t t i t u d e to w ar d m a i n s t r e a m i n g a t t h i s t i m e b e c a u s e
t h e y have n o t made up t h e i r minds r e g a r d i n g t h e i s s u e o r may h e s i t a t e
t o e x p r e s s an o p i n i o n c o n t r a r y t o t h e r e q u i r e m e n t s o f law.
F i f t y - f o u r p e r c e n t o f t h e 71 p e r c e n t r e p o r t i n g p o s i t i v e a t t i ­
t u d e s r e p o r t e d o n l y "somewhat p o s i t i v e " a t t i t u d e s , a n o t h e r e x p r e s s i o n

10 8

o f u n c e r t a i n t y in terms o f a s t a t e d p o s i t i o n r e g a r d in g t h e i r a t t i t u d e
to w a r d m a i n s t r e a m i n g .
Since p o s i t i v e t e a c h e r a t t i t u d e i s extrem ely im portant w ith
r e g a r d t o t h e s u c c e s s o f any p r o g r a m , we may be a t a c r i t i c a l
in t h e i m p l e m e n t a t i o n o f m a i n s t r e a m i n g .

point

C u rre n tly , i t appears th a t

t e a c h e r s f e e l th e b e n e f i t s to th e handicapped c h i l d outweigh th e d i s ­
a d v a n t a g e s c a u s e d by c e r t a i n s c h o o l - p r o f e s s i o n a l

conditions.

In o r d e r

t o r e i n f o r c e t h e s e p o s i t i v e f e e l i n g s , s p e c i f i c k i n d s o f b e n e f i t s need
t o be i d e n t i f i e d f o r e a c h c h i l d w i t h t h e t e a c h e r so t h a t t h e t e a c h e r
has r e a l i s t i c e x p e c t a t i o n s f o r t h e c h i l d and u n d e r s t a n d s t h e im po r ­
t a n c e o f t h e r o l e o f t h e c l a s s r o o m p l a c e m e n t in t h e c h i l d ' s t o t a l
p ro g ram .
I t i s a ls o im p o rtan t t h a t n e g a tiv e f a c t o r s d e a lin g with s c h o o lprofessional

c o n d i t i o n s be r e d u c e d .

The r e s u l t s o f t h e s t u d y s u g g e s t

t h a t a number o f t e a c h e r s vie w a d e q u a t e s u p p o r t s e r v i c e s as a p o s i t i v e
f a c t o r which a f f e c t s t h e i r a t t i t u d e .
reduce th e neg ativ e f a c t o r s .

We nee d t o b u i l d upon t h i s t o

When one ex am in es t h e two n e g a t i v e f a c ­

t o r s o f c o n c e r n , i n a d e q u a t e s u p p o r t and l a c k o f t i m e , i t would a p p e a r
t e a c h e r s a r e e x p r e s s i n g s i m i l a r c o n c e r n s as t h e y d i d e a r l i e r in t h e
study regarding t h e i r reasons f o r being d i s s a t i s f i e d w ith a s s i s t a n c e .
They w a n t s p e c i a l e d u c a t i o n p e r s o n n e l t o u s e s t r a t e g i e s and t e c h n i q u e s
which a r e c o n s i s t e n t and c o m p a t i b l e w i t h t h o s e a b l e t o be im ple m ent ed
in th e c lassro o m .

The c l a s s r o o m t e a c h e r a p p e a r s t o nee d t o be more

inv o lv ed in th e handicapped c h i l d ' s t o t a l
i d e n t i f i e d needs.

pr og ram t o b e t t e r me et

I f , a s i s s u g g e s t e d i n t h i s d i s c u s s i o n , we a r e a t a

109

c r o s s r o a d s in t e r m s o f t e a c h e r a t t i t u d e to w a r d m a i n s t r e a m i n g , i t i s
crucial

t h a t t h e s e i s s u e s be f u r t h e r a d d r e s s e d .

CHAPTER V
SUMMARY AND RECOMMENDATIONS

This c h a p te r p r e s e n ts

(1) a b r i e f review o f t h e s t u d y ,

(2) a

summary o f t h e m a j o r c o n c e r n s and i s s u e s w hich e v o l v e d from d e s c r i p ­
t i v e i n f o r m a t i o n p r o v i d e d by t e a c h e r s and t e a c h e r - c o n s u l t a n t s , and
(3) r e c o m m e n d a t io n s .

Review o f t h e S tu d y
The c o n c e p t o f m a i n s t r e a m i n g has t h r u s t c l a s s r o o m t e a c h e r s
and t e a c h e r - c o n s u l t a n t s i n t o new r o l e s r e l a t i v e t o p r o v i d i n g e d u c a ­
t i o n a l pr ograms f o r h a n d i c a p p e d c h i l d r e n .
i n an a t t e m p t t o p r o v i d e an i n i t i a l

T h i s s t u d y was u n d e r t a k e n

view o f m a i n s t r e a m i n g t h r o u g h

i d e n t i f y i n g t h e c o n c e r n s and f e e l i n g s e x p r e s s e d by t e a c h e r s and
teacher-consultants.
The t a r g e t p o p u l a t i o n f o r t h i s s t u d y i n c l u d e d t e a c h e r s from
f i v e e l e m e n t a r y s c h o o l s and t e a c h e r - c o n s u l t a n t s from c o n s t i t u e n t d i s ­
t r i c t s o f Branch I n t e r m e d i a t e School D i s t r i c t .

Q u e s t i o n n a i r e s w ere

d e v e l o p e d t o o b t a i n i n f o r m a t i o n r e l a t i v e t o (1) p r o b le m s w h ic h a r i s e
f o r t e a c h e r s and t e a c h e r - c o n s u l t a n t s when a h a n d i c a p p e d c h i l d ' s e d u ­
c a t i o n a l p rog ram i n c l u d e s a m a i n s t r e a m co m po nen t,

( 2 ) a c t u a l and

need ed s p e c i a l e d u c a t i o n s u p p o r t i n t e n d e d t o a s s i s t i n s o l v i n g t h e
p r o bl em s i n a m a i n s t r e a m p l a c e m e n t ,

(3) d e s c r i p t i v e in f o r m a tio n r e l a t e d

t o c h i l d r e n t e a c h e r s i d e n t i f y a s " m os t s u c c e s s f u l " and " l e a s t

110

Ill

s u c c e s s f u l " m a i n s t r e a m p l a c e m e n t s , and (4) f a c t o r s which a f f e c t t h e
a t t i t u d e o f t e a c h e r s and t e a c h e r - c o n s u l t a n t s .
in to categ o ries.

R e s p o n s e s were g r o u p e d

F r e q u e n c y and p e r c e n t a g e d i s t r i b u t i o n s were a n a l y z e d

t o i d e n t i f y i s s u e s r e l a t e d t o m a i n s t r e a m i n g which nee d f u r t h e r i n - d e p t h
study.
Summary o f M ajo r C on cer ns and I s s u e s
I t a p p e a r s from i n f o r m a t i o n r e p o r t e d by t e a c h e r s and t e a c h e r c o n s u l t a n t s i n t h i s s t u d y t h a t t h e r e a r e c e r t a i n p r o b le m s r e l a t e d t o
th e im plem entation o f m ainstream ing.

T e a c h e r s w ere mo st c o n c e r n e d

a b o u t t h e a ca de m ic and s o c i a l b e h a v i o r o f t h e h a n d i c a p p e d c h i l d in
t h e i r classroom.

T e a c h e r - c o n s u l t a n t s f o c u s e d more on t h e b e h a v i o r s

and i n a d e q u a c i e s o f t h e t e a c h e r .

Each g r o u p a p p e a r e d t o be c o n c e r n e d

a b o u t t h e c l i e n t f o r whom t h e y f e l t r e s p o n s i b l e r a t h e r t h a n s e a r c h i n g
f o r i n a d e q u a c i e s i n t h e m s e l v e s which m i g h t need t o be m o d i f i e d c o n ­
s i d e r i n g t h e new r o l e in w hic h e a c h has been p l a c e d .
When a s k e d t o i d e n t i f y t h e t y p e s o f s u p p o r t a s s i s t a n c e c u r ­
r e n t l y b e i n g p r o v i d e d , t e a c h e r s most f r e q u e n t l y r e p o r t e d t h a t c h i l d r e n
w ere r e c e i v i n g i n s t r u c t i o n d i r e c t l y from s p e c i a l e d u c a t i o n s u p p o r t
personnel.

Even t h o u g h t e a c h e r s w ere n o t f e e l i n g t o t a l l y s u c c e s s f u l

w i t h t h e i r r o l e i n m a i n s t r e a m i n g , t h e y d i d n o t blame t h e s u p p o r t
a s s i s t a n c e f o r t h e i r p r o b l e m s , as t e a c h e r - c o n s u l t a n t s had p r e d i c t e d .
However, i n c a s e s w her e t h e y were d i s s a t i s f i e d w i t h a s s i s t a n c e , t h e
r e a s o n m o s t o f t e n c i t e d was a d i s a g r e e m e n t w i t h t h e a p p r o a c h b e i n g
u s e d by s p e c i a l e d u c a t i o n s u p p o r t p e r s o n n e l .

When i d e n t i f y i n g n e e d s ,

t e a c h e r s did n o t i d e n t i f y w ith th e b ro ad er i s s u e s o f e d u c a tio n such
a s c u r r i c u l u m c h a n g e , i n d i v i d u a l i z a t i o n o f i n s t r u c t i o n , and so f o r t h ,

112

which m i g h t a s s i s t i n s o l v i n g some o f t h e p r o b le m s f o r which t h e y
w ere c o n c e r n e d , b u t l i m i t e d t h e i r r e q u e s t s t o t y p e s o f a s s i s t a n c e
which t h e y w er e c u r r e n t l y e x p e r i e n c i n g .

I t appears ev id en t th a t

t e a c h e r s do wan t more c o n t a c t w i t h t h e t e a c h e r - c o n s u l t a n t , i n t h a t
th e y most o f t e n r e q u e s te d a s s i s t a n c e through t h e t e a c h e r - c o n s u l t a n t
p r o v i d i n g s u g g e s t i o n s , m a t e r i a l s , and c o o p e r a t i v e p l a n n i n g .

This

would a p p e a r t o be e v i d e n c e o f a need f o r c l a s s r o o m t e a c h e r s and
t e a c h e r - c o n s u l t a n t s t o work t o g e t h e r .

T eacher-consultants re p o rt,

ho w ev er , t h a t m o s t o f t h e i r t i m e i s s p e n t w i t h c h i l d r e n , and t h e y
would n o t ch a n g e t h i s

i f they could.

T eacher-consultants are e v i­

d e n t l y h e s i t a n t t o c h a n g e t h e i r t i m e r a t i o and r o l e from w o r k in g w i t h
c h i l d r e n t o w o r ki n g w i t h t e a c h e r s .
On t h e b a s i s o f t h i s s t u d y , g e n e r a l i z a t i o n s a r e n o t a b l e t o
be made r e g a r d i n g f a c t o r s a f f e c t i n g s u c c e s s f u l o r u n s u c c e s s f u l m a in ­
stream placem ents.

T h e r e may be s l i g h t d i f f e r e n c e s be tw ee n c e r t a i n

f a c t o r s and t h e t y p e s o f h a n d i c a p p e d c h i l d r e n r e p o r t e d i n t h i s s t u d y .
However, t h e s e d i f f e r e n c e s may a l s o be a t t r i b u t e d t o t h e
acteristics

uniquec h a r ­

o f t h e p a r t i c u l a r c h i l d r e n a n d / o r p a r t i c u l a r t e a c h e r s in

t h i s s t u d y ; t h u s g e n e r a l i z a t i o n s c a n n o t be d e v e l o p e d .
The

m a j o r i t y o f t e a c h e r s and t e a c h e r - c o n s u l t a n t s r e p o r t

p o s i t i v e a t t i t u d e s to w a r d m a i n s t r e a m i n g .
t o i n d i c a t e t h a t t e a c h e r s may s t i l l
a t t i t u d e toward m a in stream in g .

T h e r e i s e v i d e n c e , how ever,

be somewhat a m b i v a l e n t i n t h e i r

The m a j o r p o s i t i v e f a c t o r a f f e c t i n g

t h e i r a t t i t u d e a t t h i s time i s t h a t m ainstream ing i s b e n e f i c i a l to
the handicapped c h i l d .

On t h e o t h e r h a n d , l a c k o f t i m e and i n a d e ­

quac y o f s u p p o r t s e r v i c e a r e n e g a t i v e f a c t o r s .

113

Recommendations
I t i s a p p a r e n t from t h e d e s c r i p t i o n o f t h i s i n i t i a l

view o f

m a i n s t r e a m i n g a s r e p o r t e d by t e a c h e r s and t e a c h e r - c o n s u l t a n t s t h a t
c e r t a i n problems e x i s t .

The d a t a from t h i s s t u d y do n o t t e l l

us w h at

t o do t o s o l v e t h e s e p r o b l e m s , b u t t h e y do s a y t h a t s o m e t h in g n ee d s
t o be d o n e .

I t appears to t h i s w r ite r t h a t i t is c r i t i c a l

that b etter

u s e be made o f t h r e e av e n u e s which a r e a l r e a d y a v a i l a b l e t o u s :
(1) im pr ove me nt o f t h e us® o f t h e r e f e r r a l , a s s e s s m e n t , p l a n n i n g ,
i m p l e m e n t a t i o n , and t h e e v a l u a t i o n s y s t e m e s t a b l i s h e d by t h e r u l e s
and r e g u l a t i o n s o f f e d e r a l and s t a t e m a n d a te s r e q u i r i n g s t u d e n t p a r ­
ticip atio n

in th e l e a s t r e s t r i c t i v e a l t e r n a t i v e ;

(2) a d a p t a t i o n o f

c u r r e n t p r e - s e r v i c e and i n - s e r v i c e t r a i n i n g p r o g r a m s ; and (3) a p p r o p ­
r ia te fu tu re research.
In o r d e r t o improve t h e u s e o f t h e s y s t e m e s t a b l i s h e d by t h e
r u l e s and r e g u l a t i o n s o f f e d e r a l and s t a t e m a n d a t e s , i t i s reco m­
mended t h a t :
1.

The h a n d i c a p p e d c h i l d ' s r e g u l a r c l a s s r o o m t e a c h e r be

involved in th e e n t i r e planning pro cess.
2.
individual

The p l a n n i n g and e v a l u a t i o n p r o c e s s s h o u l d e m p h a s i z e
p r o g r e s s and a c h i e v e m e n t i n a d d i t i o n t o o r i n p l a c e o f t h e

c u r r e n t o r i e n t a t i o n to w a r d a c h i e v e m e n t m e a s u r e d a g a i n s t g r o u p norms.
3.

C o n s i d e r a t i o n be g i v e n d u r i n g t h e p l a n n i n g and p l a c e m e n t

d e c isio n -m a k in g p ro c e ss to te a c h e r / p u p i l m atching.
4.

Planning should ta k e p la c e in lo c a l

sc h o o l d i s t r i c t s

p r o v i d e t e a c h e r s and t e a c h e r - c o n s u l t a n t s w i t h an i n c e n t i v e and

to

114

o p p o r t u n i t y t o work t o g e t h e r on a c o n t i n u i n g b a s i s o nc e t h e p l a n n i n g
has been c o m p l e t e d and t h e c h i l d ' s pr ogr am ha s bee n im pl e m e n te d .
Involvement o f t h e classroom t e a c h e r in th e e n t i r e p la n n in g
p r o c e s s s h o u l d a l l e v i a t e some o f t h e p r o b l e m s and a s s u r e d e v e l o p m e n t
o f c o n s i s t e n t s t r a t e g i e s f o r u s e by b o t h t h e c l a s s r o o m t e a c h e r and
teacher-consultant.

M ic h i g an h a s r e c o g n i z e d t h e nee d f o r t h i s i n v o l v e ­

ment i n t h e p r o p o s e d r e v i s i o n o f t h e s p e c i a l e d u c a t i o n r u l e s and r e g u ­
l a t i o n s by i n c r e a s i n g t h e p a r t i c i p a t i o n o f t h e c l a s s r o o m t e a c h e r i n
th e in d i v id u a l e d u c a tio n a l p la n n in g meeting f o r mainstreamed c h i l d r e n .
I f emphasis i s given to c r i t e r i o n - r e f e r e n c e d in d i v i d u a l

p r o g r e s s as

p a r t o f t h e e v a l u a t i o n s y s t e m , by b e i n g i n v o l v e d i n t h e p l a n n i n g
p r o c e s s , t e a c h e r s w i l l be p r o v i d e d w i t h an o r i e n t a t i o n t o m e a s u r i n g
s tu d e n t p ro g re ss o f th e handicapped c h i ld in t h e i r classroom r e l a t i v e
t o t h e e x p e c t a t i o n s f o r t h a t c h i l d r a t h e r t h a n c o m p a r in g h i s / h e r p r o g ­
r e s s w i t h g r ou p n o r m s , t h u s r e d u c i n g t h e c o n c e r n s and f r u s t r a t i o n s
t e a c h e r s e x p r e s s r e l a t e d t o a c a d e m i c and s o c i a l
in th e classroom .

behavior of the c h ild

I f c o n s i d e r a t i o n i s g i v e n d u r i n g t h e p l a n n i n g and

p l a c e m e n t d e c i s i o n - m a k i n g p r o c e s s t o m a t c h i n g s t u d e n t s and t e a c h e r s ,
t h e n e e d s o f c h i l d r e n can be b e t t e r met t h r o u g h p l a c i n g them w i t h t e a c h ­
e r s who h av e a t o l e r a n c e f o r b e h a v i o r s a s s o c i a t e d w i t h t h e i r p a r t i c u ­
l a r h a n d i c a p , a s w e l l a s c h o o s i n g t e a c h e r s who p r o v i d e an a p p r o p r i a t e
c l a s s r o o m s t r u c t u r e ; e . g . , some c h i l d r e n n ee d a f o r m a l , s t r u c t u r e d
c l a s s r o o m e n v i r o n m e n t , and t h e c h i l d m i g h t be p l a c e d w i t h a t e a c h e r
who s t r u c t u r e s h i s / h e r c l a s s r o o m i n t h i s way r a t h e r t h a n a t e a c h e r
who u s e s a more open c l a s s r o o m s t r u c t u r e .

I f te a c h e rs a re not expected

t o i n t e r a c t w i t h c h i l d r e n who e x h i b i t b e h a v i o r s u n a c c e p t a b l e t o t h e

115

t e a c h e r and t h e c h i l d can e a s i l y f i t i n t o t h e b a s i c s t r u c t u r e o f t h e
c l a s s r o o m , t h e p o t e n t i a l f o r n e g a t i v e f e e l i n g s on t h e p a r t o f t h e
t e a c h e r to w ar d t h e c h i l d i s r e d u c e d .

As t e a c h e r s and t e a c h e r -

c o n s u l t a n t s work t o g e t h e r on a c o n t i n u i n g b a s i s d u r i n g t h e implemen­
t a t i o n o f t h e c h i l d ' s p r o g r a m , t h e y w i l l have an o p p o r t u n i t y t o
u n d e r s t a n d ea c h o t h e r ' s c o n c e r n s and d e a l w i t h p e r c e i v e d p r o b l e m s and
i n c o n s i s t e n c i e s as the y a r i s e .

Thes e a c t i v i t i e s s h o u l d c o n t r i b u t e

g r e a t l y t o t h e d e v e l o p m e n t o f a r e a l team e f f o r t i n a s s i s t i n g t h e
m ainstream ed, handicapped c h i l d .
P r e - s e r v i c e and i n - s e r v i c e pro gr ams have been d e v e l o p e d t o
p r o v i d e t r a i n i n g f o r b o t h r e g u l a r and s p e c i a l e d u c a t i o n p e r s o n n e l .
In o r d e r t o improve t h e s e p r o g r a m s , t h e f o l l o w i n g r e c o m m e n d a t io n s
are offered.
1.

Planning f o r i n - s e r v i c e r e l a t i v e to m ainstream ing should

be a j o i n t e f f o r t between g e n e r a l and s p e c i a l e d u c a t o r s .
2.

T e a c h e r - c o n s u l t a n t s s h o u l d be p r o v i d e d w i t h e x p e r i e n c e s

w hic h w i l l

h e l p them u n d e r s t a n d t h e n e e d s and c o n c e r n s o f c l a s s r o o m

t e a c h e r s a s w e l l a s knowledge and a p p l i c a t i o n o f i n s t r u c t i o n a l
s t r a t e g i e s to s h a re with th e se te a c h e r s .
3.

T e a c h e r s and t e a c h e r - c o n s u l t a n t s mu st be p r o v i d e d w i t h

p r a c t i c e i n how t o f u n c t i o n a s p a r t o f an e d u c a t i o n a l tea m.
Beca use o f t h e d i f f e r e n c e s i n p e r s p e c t i v e o f t e a c h e r s and
t e a c h e r - c o n s u l t a n t s in t h i s s tu d y , i t i s f e l t t h a t a j o i n t planning
e f f o r t t o d e t e r m i n e f u t u r e i n - s e r v i c e n e e d s and a c t i v i t i e s i s c r i t i ­
cal.

Not o n l y would t h i s be an a d d i t i o n a l way t h a t t e a c h e r s and

t e a c h e r - c o n s u l t a n t s c o u l d become a w ar e o f t h e c o n c e r n s and n e e d s f e l t

116

by e ac h o t h e r , b u t j o i n t p l a n n i n g f o r i n - s e r v i c e c o u l d i d e n t i f y
a p p r o p r i a t e t r a i n i n g e x p e r i e n c e s f o r t h e i r own g r o u p a s w e l l as
e x p e r i e n c e s e a c h f e e l s would be h e l p f u l t o o t h e r s .

A dditionally,

w i t h i n t h e framework o f p r e - s e r v i c e and i n - s e r v i c e a c t i v i t i e s ,
e x p e r i e n c e s c o u l d be p r o v i d e d t o a s s i s t t e a c h e r - c o n s u l t a n t s , n o t o n l y
t o i d e n t i f y t h e n ee d s and c o n c e r n s o f t e a c h e r s , b u t t o u n d e r s t a n d
b e t t e r t h e b a s i s o r r a t i o n a l e f o r t h e f e e l i n g s and a t t i t u d e s e x p r e s s e d
by c l a s s r o o m t e a c h e r s .

S u p e r v i s e d p r a c t i c e a s a team member i s c r i t i ­

c a l i f e d u c a t o r s a r e go in g t o make t h e c h a n g e s n e c e s s a r y t o a s s u m in g
t h e new r o l e s r e q u i r e d f o r s u c c e s s f u l m a i n s t r e a m i n g .

Th os e p e r s o n s

u n w i l l i n g t o make need ed c h a n g e s a n d / o r f u n c t i o n a s a team member
c o u l d be i d e n t i f i e d a t t h i s t i m e and p r o v i d e d w i t h a s s i g n m e n t s which
d i d n o t i n c l u d e m a i n s t r e a m i n g a s a com pon ent .

T h i s would le n d

f u r t h e r s u p p o rt to p u p i l / t e a c h e r matching d is c u s s e d p r e v io u s l y .

It

c o u l d a l s o a v o i d j e o p a r d i z i n g t h e e f f e c t i v e n e s s o f m a i n s t r e a m i n g by
e lim in a tin g use o f i n e f f e c t i v e or u n co o p era tiv e p e rso n n e l.
G e n e r a l i z a t i o n s r e l a t e d t o f a c t o r s a f f e c t i n g s u c c e s s and f a c ­
t o r s a s s o c i a t e d w i t h t y p e s o f h a n d i c a p s c o u l d n o t be made on r e p o r t e d
gr o up d a t a .

In f a c t , b e c a u s e o f t h e v e r y n a t u r e o f i n d i v i d u a l d i f ­

f e r e n c e s a s s o c i a t e d w i t h h a n d i c a p p e d i n d i v i d u a l s , t h e r e may be c e r ­
t a i n d a n g e r s i n making d e c i s i o n s b a s e d on s u c h g e n e r a l i z a t i o n s .

As

an e x a m p l e , i f r e s e a r c h showed t h a t p h y s i c a l l y i m p a i r e d c h i l d r e n a r e
g e n e r a l l y a s s i g n e d t o a r e g u l a r c l a s s r o o m f o r 75 p e r c e n t o f a day
and a d e c i s i o n i s made i n a d i s t r i c t t h a t e v e r y p h y s i c a l l y i m p a i r e d
c h i l d s h o u l d be a s s i g n e d t o a c l a s s r o o m 75 p e r c e n t o f a day ba se d on
th e r e s u l t s o f t h a t r e s e a r c h r a t h e r than th e needs o f th e c h i l d ,

117

c e r t a i n l y , f o r some c h i l d r e n , t h e d e c i s i o n would be i n a p p r o p r i a t e .
T h e r e f o r e , two re c o m m e n d a t io n s f o r f u r t h e r r e s e a r c h a r e s u g g e s t e d :
1.

F u r t h e r r e s e a r c h r e l a t e d t o m a i n s t r e a m i n g s h o u l d f o c u s on

an i n - d e p t h c a s e - b y - c a s e o b s e r v a t i o n and a n a l y s i s o f s u c c e s s f u l and
u n su c c e s sfu l mainstreamed c h i l d r e n .
2.

O b s e r v a t i o n and a n a l y s i s o f t e a c h e r / t e a c h e r - c o n s u l t a n t

i n t e r a c t i o n s should i d e n t i f y e f f e c t i v e c o n s u lt a ti o n te ch n iq u es as
w e l l a s t h e s i m i l a r i t i e s and d i f f e r e n c e s o f t h e s e t e c h n i q u e s t o t h o s e
o f c o n s u l t a t i o n a p p r o a c h e s us ed by t h o s e in o t h e r f i e l d s s u ch a s
p s y c h o l o g y and s o c i a l work.
By d i r e c t i n g t h e f o c u s o f f u r t h e r r e s e a r c h t o i n d i v i d u a l c a s e s
o f m a i n s t r e a m e d c h i l d r e n and i n d i v i d u a l t e a c h e r / t e a c h e r - c o n s u l t a n t
r e l a t i o n s h i p s , t h e d a n g e r s o f g e n e r a l i z a t i o n can be a v o i d e d .

B ec au se

o f t h e m u l t i p l i c i t y o f v a r i a b l e s a s s o c i a t e d w ith t h e su cc e ss o f mains t r e a m i n g , i t becomes v e r y d i f f i c u l t t o g e n e r a l i z e from g r o u p d a t a
w i t h o u t a g r e a t number o f c a s e s .
t i f y a ll of the p o te n tia l

I t may be somewhat e a r l y t o i d e n ­

f a c t o r s and t h e c r i t i c a l mix and s t r e n g t h

o f th e se f a c t o r s as they i n t e r a c t to in flu e n c e th e degree o f su ccess.
However, by b u i l d i n g a b a s e w i t h i n d i v i d u a l i n - d e p t h a n a l y s i s , c e r ­
t a i n f a c t o r s and t r e n d s may be a b l e t o be i d e n t i f i e d w hich c o u l d be
useful

i n d e c i s i o n - m a k i n g and i m p l e m e n t a t i o n a c t i v i t i e s f o r i n d i v i d u a l s

r e l a t i v e to mainstream ing.

U l t i m a t e l y , when f i n a n c i a l s u p p o r t i s

a v a i l a b l e f o r a m a s s i v e and c a r e f u l l y c o n t r o l l e d s t u d y o f f a c t o r s
r e l a t e d t o s u c c e s s f u l m a i n s t r e a m i n g , u s e f u l d a t a c o u l d be a v a i l a b l e .
In t h e i n t e r i m , t h e i n d i v i d u a l c a s e a n a l y s i s a p p e a r s t o be t h e most
useful approach.

118
A f i n a l comment i s a p p r o p r i a t e .

Schoo l d i s t r i c t s n ee d t o

e v a l u a t e t h e i r m a i n s t r e a m i n g p ro g ra m s by u s i n g t o o l s s u ch a s t h e one
d e v e l o p e d f o r u s e i n t h i s s t u d y t o o b t a i n a d e s c r i p t i o n o f m a in stream in g in t h e i r d i s t r i c t .

The d i s t r i c t i n w hic h t h e d a t a f o r

t h i s s t u d y were c o l l e c t e d u s e d t h e i n f o r m a t i o n g a t h e r e d f o r t h i s
s t u d y t o a s s e s s t e a c h e r p e r c e p t i o n s o f a t t i t u d e s and p r o b le m s
e n c o u n t e r e d i n m a i n s t r e a m i n g i n e a c h o f t h e b u i l d i n g s w her e t h e s t u d y
was c o n d u c t e d .

F u r t h e r a n a l y s i s was done t o i d e n t i f y f a c t o r s w hic h

a p p e a r e d t o c a u s e n e g a t i v e a t t i t u d e s o r p r o b l e m s i d e n t i f i e d by
teachers.

While t h e d i s t r i c t f o u n d i t e x t r e m e l y d i f f i c u l t t o o b j e c ­

t i f y and i s o l a t e c a u s a t i v e f a c t o r s , t h e y f o u n d t h e r e s u l t s o f t h e
s t u d y t o be v e r y u s e f u l .

F u r t h e r a c t i v i t i e s were u n d e rta k e n to

a l l e v i a t e n e g a t i v e f a c t o r s and p ro mo te p o s i t i v e f a c t o r s i n an a t t e m p t
t o improve m a i n s t r e a m i n g i n t h e s e s c h o o l s .

APPENDICES

119

APPENDIX A

CLASSROOM TEACHER QUESTIONNAIRE

120

TEACHER VIEWS OF PROBLEMS AND SUPPORT SERVICE NEEDS RELATED TO MAINSTREAMED, HANDICAPPED CHILDREN
Part I
MOST SUCCESSFUL

LEAST SUCCESSFUL

D i r e c t i o n s : Choose 1 o f f i c i a l l y i d e n t i f i e d , handicapped c h i ld
t h a t was pla ce d in your classroom w ith in th e p a s t 3 y ea rs
where you f e e l th e placement was "most s u c c e s s f u l ."
WRITE THE CHILD'S NAME ON LINE NUMBER 1.

D i r e c t i o n s : Choose 1 o f f i c i a l l y i d e n t i f i e d , handicapped c h i ld
t h a t was placed in your classroom w ith in th e p a s t 3 y e a rs
where you fee l th e placement was " l e a s t s u c c e s s f u l ."
WRITE THE CHILD'S NAME ON LINE NUMBER 1.

1.

1.

_____________________

_________________
F i r s t Name "L east Successful"

F i r s t Name "Most Successful"
2.

RATE THE CHILD ACCORDING TO HOW SUCCESSFUL YOU FEEL THE
PLACEMENT WAS ON THE SCALE OF 1 TO 4.
1
Successful

3.

2.

CIRCLE THE CHILD’S MAJOR HANDICAPPING CONDITION:

3.

CIRCLE THE CHILD'S MAJOR HANDICAPPING CONDITION:

b. educable m en tally impaired

a. em otionally impaired

b. educable m en tally impaired

c.

le a r n in g d isa b le d

d. p h y s ic a l ly handicapped

c.

le a r n in g d is a b le d

d. p h y s ic a lly handicapped

e.

v i s u a l l y impaired

f . hearing impaired

e.

v i s u a l l y impaired

f . hearing impaired

g.

d o n ' t know

CIRCLE THE %OF TIME THE CHILD IS/WAS IN YOUR ROOM:
1-25%

b. 26-50%

c.

51-75%

d. 76-99%

b. 26-50%

c.

51-75%

d. 76-99%

1977-1978

b. 1976-1977

c. 1975-1976

CIRCLE THE % OF TIME THE CHILD IS/WAS IN YOUR ROOM:
a.

5.

1-25%

6.

b. 26-50%

c. 51-75%

d. 76-99%

e.

All day

CIRCLE THE % OF TIME YOU FEEL THE CHILD SHOULD BE/HAVE
BEEN IN YOUR ROOM:
a. 1-25%
f . None

e. All

CIRCLE THE YEAR THE CHILD IS/WAS IN YOUR ROOM:
a.

4.

e . All day

CIRCLE THE % OF TIME YOU FEEL THE CHILD SHOULD BE/HAVE
BEEN IN YOUR ROOM:
a. 1-25%
f . None

6.

4
Unsuccessful

a. em o tio n a lly impaired

a.
5.

2__________ 3

1
Successful

2__________ 3__________ 4_
Unsuccessful

g. d o n ' t know
4.

RATE THE CHILD ACCORDING TO HOW SUCCESSFUL YOU FEEL THE
PLACEMENT WAS ON THE SCALE OF 1 TO 4.

b. 26-50%

c. 51-75%

d. 76-99%

e.

CIRCLE THE YEAR THE CHILD IS/WAS IN YOUR ROOM:
a . 1977-1978

b. 1976-1977

c. 1975-1976

All

ro

—1

C h i ld 's F i r s t Name "Most S uccessfu l"
ASSISTANCE

PROBLEM
L i s t problem you a r e o r were
concerned about because th e
c h i ld was placed in your room.

Did you
re c e iv e
assistance?

L ist t i t l e
o f p erso n (s)
providing
assista n ce .

RECEIVED
Describe a s s i s t a n c e rec eiv e d .

YES
NO
( I f no, d e s c r ib e why
you were d i s s a t i s f i e d . )

YES

ASSISTANCE
L ist t i t l e
o f p erso n (s)
who should
provide
assista n ce .

NO

Were you s a t i s f i e d
w ith a s s i s t a n c e ?

NEEDED
D escribe a s s i s t a n c e needed.

C h i l d 's F i r s t Name "Most Successful"
ASSISTANCE

PROBLEM
L i s t problem you a r e o r were
concerned about because th e
c h i ld was placed in your room.

Did you
r ec eiv e
assistance?

RECEIVED
L ist t i t l e
o f p erso n (s)
providing
assista n ce .

Describe a s s i s t a n c e r e c e iv e d .

YES
NO
( I f no, d e s c r ib e why
you were d i s s a t i s f i e d . )

YES

ASSISTANCE
L ist t i t l e
o f p erso n (s)
who should
provide
assistan ce.

NO

Were you s a t i s f i e d
with a s s is ta n c e ?

NEEDED
D escribe a s s i s t a n c e needed.

C h i l d 's F i r s t Name "L east Successful"
ASSISTANCE

PROBLEM
L i s t problem you a r e or were
concerned about because th e
c h i l d was placed in your room.

Did you
r e c e iv e
assistance?

L ist t i t l e
o f perso n (s)
providing
assistance.

RECEIVED
Describe a s s i s t a n c e r e c e iv e d .

YES
NO
( I f no, d e s c r ib e why
you were d i s s a t i s f i e d . )

YES

ASSISTANCE
L ist t i t l e
o f p e rso n (s)
who should
provide
assistance.

NO

Were you s a t i s f i e d
with th e a s s i s t a n c e ?

NEEDED
D escribe a s s i s t a n c e needed.

C h i ld 's F i r s t Name "L east S u c c e s s f u l1'
ASSISTANCE

PROBLEM
L i s t problem you a r e or were
concerned about because th e
c h i l d was placed in your room.

L ist t i t l e
of p erso n (s)
providing
assista n ce .

Did you
r e c e i ve
assistan ce?

RECEIVED
D escribe a s s i s t a n c e r e c e iv e d .

YES
NO
( I f no, d e s c r ib e why
you were d i s s a t i s f i e d . )

YES

ASSISTANCE
L ist t i t l e
o f p e rso n (s)
who should
provide
assistance.

NO

Were you s a t i s f i e d
w ith th e a s s i s t a n c e ?

NEEDED
D escribe a s s i s t a n c e needed.

D irections:

C i r c l e t h e number t h a t i d e n t i f i e s y o u r r a t i n g .

I WOULD RATE MY ATTITUDE TOWARD MAINSTREAMING AS GENERALLY:

1
Ne ga ti ve

2__________ 3__________ 4 _
Somewhat Somewhat P o s i t i v e
N ega ti ve P o s i t i v e

IDENTIFY THE FACTORS INFLUENCING YOUR ATTITUDE TOWARD MAINSTREAMING:

1.

ro
<J>

3.

5.

APPENDIX B

TEACHER-CONSULTANT QUESTIONNAIRE

127

128

Demographic Data
Teacher-C onsultant
B e f o r e we b e g i n t h e r e s t o f t h e i n t e r v i e w , I nee d you t o g i v e
me some i n f o r m a t i o n a b o u t y o u r e x p e r i e n c e s and y o u r j o b .
( A p p r o p r i a t e an s w e r s w i l l be c i r c l e d by t h e i n t e r v i e w e r . )
1.

What g r a d e s do you work w i t h ?

2.

How many y e a r s o f e x p e r i e n c e hav e you had?

3.

How many h a n d i c a p p e d s t u d e n t s a r e c u r r e n t l y on y o u r c a s e l o a d ?
0- 5

4.

6-10

1 1- 1 5

16-20

K

2 1 -2 5

1

2

3

4

1

2

5
3

6
4

5

6

more

more t h a n 25

How many o f y o u r c a s e l o a d a r e m a i n s t r e a m e d ?
w i l l be w r i t t e n i n b l a n k by i n t e r v i e w e r . )

( A p p r o p r i a t e number

75% o r more o f t h e day
50-74% o f t h e day
Le ss t h a n 50% o f t h e day
Not m a i n s t r e a m e d
5.

What t y p e o f h a n d i c a p s do you c u r r e n t l y s e r v e ?
El

LD

EMI

VI

HI

P0HI

_______________________
6.

What c e r t i f i c a t i o n a n d / o r e n d o r s e m e n t s do you have?
El

7.

Howmany o f e a c h ?

LD

EMI

VI

HI

P0HI

My g e n e r a l a t t i t u d e to w a r d m a i n s t r e a m i n g i s :
1
2
P ositive

3

4

5
N egative

129

TEACHER-CONSULTANT VIEWS OF PROBLEMS AND SUPPORT SERVICE
NEEDS RELATED TO MAINSTREAMED, HANDICAPPED CHILDREN

I n t e r v i e w Form
Introduction:

We a r e d o i n g a s t u d y a s k i n g c l a s s r o o m t e a c h e r s t o i d e n ­
t i f y p r ob le m s and nee d e d a s s i s t a n c e o r s e r v i c e s f o r
m ainstream ed, handicapped c h i l d r e n .
We f e e l i t i s i m p o r t a n t t o g e t a p i c t u r e o f m a i n s t r e a m ­
i n g from t h e p e r s p e c t i v e o f t h e t e a c h e r - c o n s u l t a n t as
wel 1.
Your r e s p o n s e s w i l l be k e p t c o m p l e t e l y c o n f i d e n t i a l .
A n a l y s i s w i l l be done a t MSU.

D irection 1 :

D irection 2 :

F i r s t I would l i k e you t o t e l l
me a b o u t p ro b le m s you e n c o u n t e r a s
a te a c h e r - c o n s u lt a n t w hile p ro v id ­
in g a s s i s t a n c e o r s e r v i c e s t o m a i n ­
stream ed, handicapped c h i ld r e n .

Now we have a l i s t i n g o f p r o b ­
lems you f a c e a s t h e t e a c h e r consultant.
L e t ' s go bac k o v e r
them and I ' d l i k e you t o t e l l me
wh at would h e l p t o s o l v e t h e p r o b ­
lems.

(H el ps t o be s p e c i f i c , i . e . , t e l l
me more e x a c t l y how you would
d e s c r ib e t h e problem, e t c . )

(A ttem pt to g e t s p e c i f i c resp o n se s
and a l t e r n a t i v e s o l u t i o n s , i . e . ,
t e l l me more a b o u t how t h a t c o u l d
be d o n e .
Is th e re anything e ls e
t h a t you t h i n k would h e l p ? )
SOLUTIONS

PROBLEMS

1.

3.

3.

130

D i r e c t i o n 3:
We've t a l k e d a b o u t pro ble m s
from y o u r p e r s p e c t i v e a s t h e t / c .
Now I ' d l i k e you t o p u t y o u r s e l f
in t h e p la c e o f th e classroom
t e a c h e r and t e l l me w ha t you
t h i n k a r e t h e p ro bl em s t h e c l a s s ­
room t e a c h e r i s most c o n c e r n e d
a b o u t t h a t a f f e c t h er/h im because
t h e y have a h a n d i c a p p e d c h i l d m a in ­
s t r e a m e d i n t h e i r c l a s s r o o m . T her e
m i g h t be b e h a v i o r s o f t h e c h i l d o r
f a c to r s o u tsid e of the c h ild th a t
c r e a t e pr obl em s t h a t m i g h t r e q u i r e
assistance.

Do you p r o v i d e o r a t t e m p t t o p r o ­
v i d e a s s i s t a n c e t o s o l v e any o f
th e s e problems?
(Go o v e r e ac h
p ro b lem and r e c o r d r e s p o n s e s i n
Column 2 . )

CLASSROOM TEACHER PROBLEMS

ASSISTANCE

1.

1.

2.

2.

3.

3.

4.

4.

131

D i r e c t i o n 4:

( I f T/C h a s c e r t i f i c a t i o n in a r e a s o t h e r t h a n t h e d e s i r a ­
b i l i t y w hic h some o f h e r c a s e l o a d has been i d e n t i f i e d a s
having)

You have c e r t i f i c a t i o n i n t h e a r e a o f ( w h a t e v e r d i s a b i l i t y i n d i ­
c a t e d on de m o g ra p h ic d a t a s h e e t ) .
Y o u 'v e a l s o i n d i c a t e d t h a t you p r o ­
v i d e s e r v i c e s f o r c h i l d r e n who a r e l a b e l e d ( w h a t e v e r d i s a b i l i t i e s a r e
on c a s e l o a d ) .
Do you f e e l you have an y p a r t i c u l a r p r o b le m s r e s u l t i n g fr om n o t
b e i n g c e r t i f i e d i n t h e d i s a b i l i t y a r e a o f some o f t h e c h i l d r e n you a r e
providing se rv ic e fo r?
Yes

No

I f y e s , go on t o d i r e c t i o n 5.
D i r e c t i o n 5:

D i r e c t i o n 6:

What a r e t h e p r o b l e m s you f e e l
you have b e c a u s e o f n o t b e i n g c e r t i f i e d i n t h e same a r e a o f t h e
same d i s a b i l i t y a r e a o f t h e c h i l d
you have been a s k e d t o s e r v e ?

How c o u l d t h e s e p r o b l e m s be
overcome?

PROBLEMS

SOLUTIONS

1.

1.

3.

3.

132

D i r e c t i o n 7:

This i s th e l a s t q u e s tio n .
A p p r o x i m a t e l y what p e r c e n t a g e
o f y o u r day would you e s t i m a t e i s s p e n t ?

C u r r e n t Time %

Change Time

%

1.

_____________________ w o r k in g d i r e c t l y w i t h c h i l d r e n _____________________

2.

_____________________ w o r k in g w i t h t e a c h e r s
Would you ch a n g e t h i s i f you c o u l d ?
I f y e s , how would you ch an ge t h e p e r c e n t a g e ?
column.)

____________________
Yes

No

(R eco rd in r i g h t - h a n d

REFERENCES

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G i c k l i n g , E. E . , and T h e o b a l d , J . T.
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E ffect."
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Grahm, S . , B u r dg , N. B . , Hudson, F . ; and C a r p e n t e r , D.
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135
Hudson, F . ; Graham, S . ; and W arn er, M. " M a i n s t r e a m i n g : An E x a m i n a t i o n
o f t h e A t t i t u d e s and Needs o f R e g u l a r C la s s r o o m T e a c h e r s . "
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" E d u c a t i o n a l P e r s o n n e l ' s P e r c e p t i o n s o f M a i n s t r e a m i n g and
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" L a b e l s and Stigma i n S p e c i a l E d u c a t i o n . "
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L a r r i v e e , B . , and Cook, L.
" M a i n s t r e a m i n g : A S tu d y o f V a r i a b l e s
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Northern C a l i f o r n i a (1972).
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"Mainstreaming th e
M i l d l y R e t a r d e d : Some Q u e s t i o n s , C a u t i o n s and G u i d e l i n e s . "
Mental R e t a r d a t i o n ( F e b r u a r y 1 9 7 6 ) : 1 5 1 -5 7 .
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R esponsibility."
In S h a r e d R e s p o n s i b i l i t y f o r H an di ca pp ed
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E d i t e d by
P h i l l i p H. Mann. Coral G a b l e s , F l a . : U n i v e r s i t y o f Miami
T r a i n i n g and T e c h n i c a l A s s i s t a n c e C e n t e r , 1976.
M a rk e ll, C lark.
"Exceptional S tudents in Regular C la s s e s : In terv iew s
With 43 N or th Dakota E l e m e n t a r y T e a c h e r s . "
B e t h e s d a , Md.:
ERIC Document R e p r o d u c t i o n S e r v i c e , ED 117 9 1 2 , 1976.
M eisgier, C harles.
"A Review o f C r i t i c a l I s s u e s U n d e r l y i n g Mainstream ing."
In The T h i r d Review o f S p e c i a l E d u c a t i o n ,
pp. 2 4 5 - 6 9 .
E d i t e d by L. Mann and D. A. S a b a t i n o .
New York:
Grune and S t r a t t o n , 1976.
M e y e rs , E. C . ; M a c m i l l a n , D. L . ; and Y o s h i d a , R. K. " R e g u l a r C l a s s
E d u c a t i o n o f EMR S t u d e n t s , From E f f i c a c y t o M a i n s t r e a m i n g :
A Review o f I s s u e s and R e s e a r c h . "
In E d u c a t i n g M e n t a l l y
R e t a r d e d P e r s o n s i n t h e M a i n s t r e a m , pp. 1 7 6 - 2 0 6 .
E d i t e d by
J. G ottlieb.
B a l t i m o r e , M d . : U n i v e r s i t y P ar k P r e s s , 1979.
M ic h i g an D e p a r t m e n t o f E d u c a t i o n .
" T e a c h e r C o n s u l t a n t Change A g e n t ,
F i n a l R e p o r t o f an I n s t i t u t e . " L a n s i n g : M ic h i g a n D e p a r t m e n t
o f E d u c a t i o n , 1976.

136
M ic h i g a n .

S p e c i a l E d u c a t i o n Code ( 1 9 7 6 ) .

_________ .

S p e c i a l E d u c a t i o n Code as amended ( 1 9 7 7 ) .

National Education A s s o c ia ti o n .
R e s o l u t i o n s , New B u s i n e s s , and
Other A ctio n s.
New York: N a t i o n a l E d u c a t i o n A s s o c i a t i o n ,
1975.
O v e r l i n e , H. M. M a i n s t r e a m i n g - - M a k i n g I t Happen. S a c r a m e n t o :
C a l i f o r n i a S t a t e D e p a r tm e n t o f E d u c a t i o n , O c t o b e r 1977.
R e y n o l d s , M. C . , and B i r c h , J . W. T e a c h i n g E x c e p t i o n a l C h i l d r e n i n
A ll A m e r i c a ' s S c h o o l s . R e s t o n , V a . : C o u n c i l f o r E x c e p t i o n a l
C h i l d r e n , 1977.
R o s e n t h a l , R . , and J a c o b s o n , L.
Pygmalion i n t h e C l a s s r o o m .
York: H o i t , R i n e h a r t , and W i n s t o n , 1968.

New

S h o t e l , J . R . ; I a n o , R. P . ; and M c G e t t i g a n , J . F.
"Teacher A t t i t u d e s
A s s o c i a t e d With t h e I n t e g r a t i o n o f H an di ca pp ed C h i l d r e n . "
E x c e p t i o n a l C h i l d r e n 38 (May 1 9 7 2 ) : 6 7 7 - 8 3 .
S p a n g l e r v. Board o f E d u c a t i o n , 311 F. Supp. 501 ( 1 9 7 0 ) .
Wanner, S. R . , and G u e n t h e r , C. C u r r e n t O p i n i o n s C o n c e r n i n g Mains t r e a m i n g . R e s e a r c h R e p o r t , J u l y 1978.
W i l l i a m s , R. J . , and A l g o z z i n e , B. " D i f f e r e n t i a l A t t i t u d e s Toward
M a i n s t r e a m i n g : An I n v e s t i g a t i o n . " The A l b e r t a J o u r n a l o f
E d u c a t i o n a l R e s e a r c h 23 (S e p te m b e r 1 9 7 7 ) : 2 0 7 - 1 2 .
_________ . " T e a c h e r s ' A t t i t u d e s Toward M a i n s t r e a m i n g . "
School J o u r n a l 80 (November 1 9 7 9 ) : 6 3 - 6 7 .

Elementary

Z a w a d s k i , R. F.
"A S t u d y o f What R e g u l a r C l a s s r o o m T e a c h e r s C o n s i d e r
D e t e r r e n t s t o T e a c h i n g t h e EMR C h i l d i n R e g u l a r C l a s s e s . "
Ph.D. d i s s e r t a t i o n , U n i v e r s i t y o f P i t t s b u r g h , 1973.

128
separately, using the SPSS statistical routine for
g
step-wise multiple regression.
This method and test
allowed the researcher to examine

se p a r a te ly

the relation­

ships between the group scores on the dependent or
criterion variables

(Sections B, C, D and E of the re­

search questionnaire)

and the independent or predictor

variables of interest for principals and secretaries
(Section A ) .

See page 3 for a schema of the dependent

and independent variables.
The step-wise multiple regression analysis program
of the SPSS system further permits the researcher to
control the extent of analysis.

By introducing a control

limit for a minimum Multiple R and F ratio contribution
of each independent variable,

it is possible to examine

only those variables which add significantly to the re­
gression equation.

When additional variables begin adding

insignificantly to the regression equation and F ratio,
the analysis is interrupted by the control limit.
For each of the dependent v a r i a b l e s , two tables are
presented in solving subproblem five.

The first tables

present the data for secretaries and the second table dis­
plays the data for princ i p a l s .

A summary of each table

immediately follows it and presents those independent
variables which added significantly to the Multiple R and
F ratio of the multiple regression equation for the depend­
ent variable under consideration.

129
Before presenting the tables, the following listing
identifies the dependent and independent variables identi­
fied to solve subproblem five:
Dependent or Criterion Variables
1.

Secretaries' response to Section "B" of the
questionnaire.

2.

Principals' response to Section "B" of the
questionnaire.
(Section "B" presents forty descriptive
statements concerning the secretarial/
clerical staff: their adequacy, value
and work environment.)

3.

Secretaries' "are" (real) responses to
Section "C" of the questionnaire.

4.

Principals' "are" (real) responses to Section
"C" of the questionnaire.

5.

Secretaries' "should be" (ideal) responses to
Section "C" of the questionnaire.

6.

Principals' "should be" (ideal) responses to
Section "C" of the questionnaire.
(Section "C" presents twenty-five specific
provisions and practices to promote
effective use of the secretarial/clerical
staff.)

7.

Secretaries' assessment of principals' inservice
needs indentified in Section "D" of the question­
naire .

8.

Principals' assessment of principals' inservice
needs identified in Section "D" of the question­
naire .

9.

Secretaries' assessment of secretaries' inservice
needs identified in Section "D" of the question­
naire .

10.

Principals' assessment of secretaries' inservice
needs identified in Section "D" of the question­
naire.

130

(Section "D" presents fifteen specific
inservice training activities which
might be helpful to both principals and
secretaries.)
11.

Secretaries' job satisfaction level as deter­
mined from Section "E" of the questionnaire.

12.

Principals' job satisfaction level as deter­
mined from Section "E" of the questionnaire.
(Section "E" presents eighteen statements of
the Job Satisfaction Index)
Independent or Predictor Variables

1.

Secretary's age

2.

Secretary's educational level.

3.

Secretary's years

in present position.

4.

Secretary's years

with present principal.

5.

Secretary's years

in present district.

6.

1979 official student enrollment of the high
school.

7.

Secretary's employee association
non-union bargaining status).

8.

Size of the secretarial/clerical staff serving
the high school.

(union or

9.

Principal's sex.

10.

Principal's age.

11.

Principal's educational level.

12.

Principal's years in

present position.

13.

Principal's years as

a high school principal.

14.

School accreditation

status.

15.

School location:

16.

Differentiated staffing policy

17.

Ratio or formula policy to determine secretarial/
clerical staffing level (used or not u s e d ) .

city, suburban, rural.
(used or not

used).

131

The Fifth Test or Null Hypothesis
The fifth hypothesis was that there is no relation­
ship between the dependent variables and the several inde­
pendent variables of the study.

This hypothesis was

examined using an Alpha level of .10.

The Presentation of Data for
Subproblem Five (Tables 38 to 4 9 )

TABLE 38.—

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDE­
PENDENT VARIABLES WHICH PARTIALLY PREDICT SECRETARIES'
RESPONSE TO SECTION "B" AS DEPENDENT VARIABLE (Forty
Descriptive Statements Concerning the High School's
Secretarial/Clerical Staff: Their Adequacy, Value and
Work Environment)

Source of Variance

Between Predictor Variables
(Regression)

DF

7

Sum of Squares

7,578.08

Mean Square

F

1,082.58
4.26*

Within Predictor Variables
(Residual or Within Error)

70

*Significant at beyond the 0.01 level.

17,799.92

254.28

132

TABLE 38.1.--

SUMMARY OF SIGNIFICANT PREDICTOR VARIABLES FOR TABLE 38

Variable
1.

Multiple R

R Square

R Sq Change

Simple R

Secretary's years
in present district

0.298

0.089

0.089

0.298

Principal's
educational level

0.334

0.112

0.023

0.104

Principal's years
in present position

0.378

0.143

0.031

0.144

Principal's years
as high school
principal

0.442

0.196

0.053

0.070

5.

Principal's sex

0.482

0.233

0.037

0.085

6.

Staffing Policy

0.515

0.265

0.033

0.112

7.

Secretary's
educational level

0.546

0.299

0.033

-0.144

2.
3.
4.

TABLE 39.--

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDE­
PENDENT VARIABLES WHICH PARTIALLY PREDICT PRINCIPALS'
RESPONSES TO SECTION "B" AS DEPENDENT VARIABLE (Forty
Descriptive Statements Concerning the High School's
Secretarial/Clerical Staff: Their Adequacy, Value and
Work Environment)

Source of Variance
Between Predictor Variables
(Regression)

DF

Sum of Squares

Mean Square

1,921.35

480.34

4

F

3.34*
Within Predictor Variables
(Residual or Within Error)

73

*Significant at beyond the 0.05 level.

10,502.76

143.87

133

TABLE 39.1.—

SUNMARY OP SIGNIFICANT PREDICTOR VARIABLES FOR TABLE 39

Multiple R

R Square

Secretary's
educational level

0.234

0.055

0.546

-0.234

2.

Secretary's age

0.307

0.941

0.040

0.199

3.

Principal's
educational level

0.357

0.128

0.034

0.131

Staffing policy

0.393

0.155

0.027

0.101

Variable
1.

4.

R Sq Change

Simple R

The Interpretation and Analysis of Data
for Subproblem Five (Tables 38 and 39)
The two step-wise multiple regression analysis
findings presented in Tables 38 and 39 produced F ratios
which are significant at beyond the 0.1 level.

This enables

the researcher to not retain the null hypothesis of no rela­
tionship between the independent
(criterion)

(predictor)

and dependent

variables as it pertains to Section "B" of the

research questionnaire.
The summary in Table 38.1 shows that the step-wise
multiple regression analysis identified seven of the seven­
teen independent variables which contributed significantly
to the Multiple R and an F ratio
beyond the 0.01 level.

of 4.26, significant at

Four predictor variables relate

personally to the principal, two relate personally to the
secretary and one relates to the districts staffing policy
for secretarial/clerical personnel.

134

The summary in Table 39.1 shows that the step-wise
multiple regression analysis identified four of the seven­
teen predictor variables which contributed significantly to
the Multiple R and an F ratio of 3.34, significant at
beyond the 0.05 level.

Two predictor variables relate

personally to the secretary, one relates personally to the
principal and the last relates to the districts staffing
policy for secretarial/clerical personnel.
In both summaries, all but one predictor variable
was of a human or personal characteristic.

The one

situational characteristic, policy on staffing, was signi­
ficant in both predictor e quations, to the extent to which
the analysis was conducted.

TABLE 40.—

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDE­
PENDENT VARIABLES WHICH PARTIALLY PREDICT SECRETARIES'
RESPONSE TO THE "ARE" (REAL) ITEMS OF SECTION "C" AS DE­
PENDENT VARIABLE (Twenty-five Specific Provisions and
Practices to Promote Effective Use of High School Secre­
tarial/Clerical Personnel)

Source of Variance
Between Predictor Variables
(Regression)

DF

4

Sum of Squares

1,829.55

Mean
Square

F

457.39
3.00*

Within Predictor Variables
(Residual or Within Error)

73

*Significant at beyond the 0.05 level.

11,115.92

152.27

135
TABLE 40.1.—

SUMMARY OF SIGNIFICANT PREDICTOR VARIABLES FOR TABLE 40

Variable

Multiple R

R Square

R Sq Change

Simple R

1.

Policy on staffing

0.230

0.053

0.053

-0.230

2.

Secretary's
educational level

0.305

0.093

0.040

-0.180

Secretary's years
in present position

0.341

0.116

0.234

0.155

Secretary's years
with present
principal

0.376

0.141

0.025

-0.085

3.
4.

TABLE 41.—

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDE­
PENDENT VARIABLES WHICH PARTIALLY PREDICT PRINCIPALS1
RESPONSE TO THE "ARE" (REAL) ITEMS OF SECTION "C" AS DE­
PENDENT VARIABLE (Twenty-five Specific Provisions and
Practices to Promote Effective Use of High School Secre­
tarial/Clerical Personnel)

Source of Variance

DF

Between Predictor Variables
(Regression)
1

Sum of Squares

417.07

Mean Square

F

417.07
3.50*

Within Predictor Variables
(Residual or Within Error) 76

9,069.15

*Significant at beyond the 0.10 level.

119.33

136

TABLE 41.1.--

SUMMARY OF SIGNIFICANT PREDICTOR VARIABLES FOR TABLE 41

Variable

Multiple R

Size of the secretarial/
clerical staff

0.210

R Square

0.440

R Sq Change

Simple R

0.440

-.0210

The Interpretation and Analysis of Data for
Subproblem Five (Tables 4 0 and 41)
The two step-wise multiple regression analysis find­
ings presented in Tables 40 and 41 produced F ratios which
are significant at beyond the 0.1 level.

This enables the

researcher to not retain the null hypothesis of no relation­
ship between the independent
(criterion)

(predictor)

and dependent

variables as it pertains to the "are"

(real)

items in Section "C" of the research questionnaire.
The summary in Table 40.1 shows that the step-wise
multiple regression analysis identified four of the seven­
teen independent variables which contributed significantly
to the Multiple R and an F ratio of 3.00, significant at
beyond the 0.0 5 level.

Three predictor variables relate

personally to the secretary and one relates to the dis­
trict's staffing policy for secretarial/clerical personnel.
The summary in Table 41.1 shows that the step-wise
multiple regression analysis identified only one of the
seventeen independent variables which contributed

137
significantly to the Multiple R and an F ratio of 3.50,
significant at beyond the 0.10 level.

The lone predictor

variable relates to the comparative size of the secretar­
ial/clerical work force serving the high school.
In both summaries, predictor variables were
associated personally with the secretary, the size of the
secretarial/clerical staff or the policy for determining
the size of the secretarial/clerical staff of the high
school.

TABLE 42.—

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDE­
PENDENT VARIABLES WHICH PARTIALLY PREDICT SECRETARIES'
RESPONSE TO THE "SHOULD BE" (IDEAL) ITEMS OF SECTION "C"
AS DEPENDENT VARIABLE (Twenty-five Specific Provisions
and Practices to Promote Effective Use of High School
Secretarial/Clerical Personnel)

Source of Variance
Between Predictor Variables
(Regression)

DF

3

Sum of Squares

Mean Square

676.84

225.61

F

2.06*
Within Predictor Variables
(Residual or Within Error)

74

*Not significant at the 0.1 level.

8,098.61

109.44

138
TABLE 42.1.—

SUMMARY OF PREDICTOR VARIABLES FOR TABLE 42

Variable
1.
2.
3.

Multiple R

R Square

R Sq Change

Sinple R

School accreditation
status

0.181

0.033

0.033

0.181

Principal's
educational level

0.232

0.054

0.021

0.164

Principal's years
in present position

0.278

0.077

0.235

0.126

TABLE 43.--

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDE­
PENDENT VARIABLES WHICH PARTIALLY PREDICT PRINCIPALS'
RESPONSE TO THE "SHOULD BE” (IDEAL) ITEMS OF SECTION "C"
AS DEPENDENT VARIABLE (Twenty-five Specific Provisions and
Practices to Promote Effective Use of High School Secre­
tarial/Clerical Personnel)
DF

Source of Variance
Between Predictor Variables
(Regression)

2

Sum of Squares

614.76

Mean Square

F

307.38
4.04*

Within Predictor Variables
(Residual or Within Error)

75

5,706.42

76.09

*Signficant at beyond the 0.05 level.

TABLE 43.1.—

SUMMARY OF SIGNIFICANT PREDICTOR VARIABLES FOR TABLE 43

Variable
1.
2.

Multiple R

R Square

R Sq Change

Simple R

Principal's years in
present position

0.236

0.056

0.056

-0.236

School location

0.312

0.097

0.042

0.150

139

The Interpretation and Analysis of Data for
Subproblem Five ( Tables 42 and 4 3)
The two step-wise multiple regression analysis
findings presented in Tables 42 and 43 produced F ratios
of different levels of significance, one above and one
below the 0.1 Alpha value.

This enables the researcher to

not retain the null hypothesis of no relationship between
the independent

(predictor)

and dependent

(criterion)

variables as they pertain to the principals'
(Ideal)

"should be"

items in Section "C" of the research questionnaire.

The null hypothesis of no relationship was retained for
the secretary's data as presented in Table 42.
The summary in Table 4 3.1 shows that the step-wise
multiple regression analysis identified two of the seven­
teen independent variables which contributed significantly
to the Multiple R and an F ratio of 4.04, significant at
beyond the 0.05 level.

One predictor variable relates

personally to the principal and one to the school location.

140

TABLE 44.—

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDE­
PENDENT VARIABLES WHICH PARTIALLY PREDICT SECRETARIES'
RESPONSE TO PRINCIPALS' INSERVICE NEEDS OF SECTION "D"
AS DEPENDENT VARIABLE (Fifteen Specific Inservice
Training Activities for Principals and Secretaries)

Source of Variance

DF

Between Predictor Variables
(Regression)

Sum of Squares

4

4,584.86

Mean Square

F

1,146.22
4.67*

Within Predictor Variables
(Residual or Within Error)

73

17,919.35

245.47

*Significant at beyond the 0.01 level.

TABLE 44.1.—

SUMMARY OF SIGNIFICANT PREDICTOR VARIABLES FOR TABLE 44

Variable

Multiple R

R Square

R Sq Change

Simple R

1.

Secretary's age

0.313

0.098

0.098

-0.313

2.

Secretary's years
with present principal 0.376

0.141

0.043

-0.278

Secretary's years :Ln
present district

0.416

0.173

0.031

-0.095

Size of the secre­
tarial/clerical
staff

0.451

0.204

0.031

0.157

3.
4.

141
TABLE 45.--

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDE­
PENDENT VARIABLES WHICH PARTIALLY PREDICT PRINCIPALS1
RESPONSE TO PRINCIPALS' INSERVICE NEEDS OF SECTION "D"
AS DEPENDENT VARIABLE (Fifteen specific Inservice
Training Activities for Principals and Secretaries)
DF

Source of Variance
Between Predictor Variables
(Regression)

!3um of Squares

Mean Square

2,387.34

477.47

5

F

3.06*
Within Predictor Variables
(Residual or Within Error)

72

11,240.88

156.12

*Significant at beyond the 0.05 level -

TABLE 45.1.—

SUMMARY OF SIGNIFICANT PREDICTOR VARIABLES FOR TABLE 45

Variable

Multiple R

R Square

R Sq Change

Simple R

1.

Principal's sex

0.211

0.045

0.045

-0.211

2.

Principal's years as
high school
principal

0.257

0.066

0.021

-0.182

Principal's years in
present position

0.332

0.110

0.045

-0.022

Secretary's years
with present
principal

0.389

0.152

0.041

-0.164

School accreditation
status

0.419

0.175

0.024

0.098

3.
4.

5.

142
The Interpretation and Analysis of Data for
Subproblem Five (Tables 44 and 45)
The two step-wise multiple regression analysis
findings presented in Tables 44 and 45 produced F ratios
which are significant at beyond the 0.1 level.

This en­

ables the researcher to not retain the null hypothesis
of no relationship between the independent
and dependent

(criterion)

(predictor)

variables as it pertains to the

principal inservice items in Section "D" of the research
questionnaire.
The summary in Table 4 4.1 shows four of the seventeen
independent variables which contributed significantly to
the Multiple R and an F ratio of 4.67, significant at
beyond the 0.10 level.

Three predictor variables relate

personally to the secretary and one relates to the size of
the secretarial/clerical staff.
The summary in Table 4 5.1 shows that the step-wise
multiple regression analysis identified five of the seven­
teen independent variables which contributed significantly
to the Multiple R and an F ratio of 3.06, significant at
beyond the 0.05 level.

Three of the predictor variables

relate personally to the principal and one relates per­
sonally to the secretary.

The fifth predictor in this table

relates to the accreditation status of the high school.
In both summaries, the majority of the predictor
variables again related personally to either the secretary
or to the principal.

The two which did not involve the dyad

143
personally were associated with the size of the secretar­
ial/clerical staff and the accreditation status of the high
school.

TABLE 46.--

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDE­
PENDENT VARIABLES WHICH PARTIALLY PREDICT SECRETARIES'
RESPONSE TO SECRETARIES11 INSERVICE NEEDS OF SECTION "D"
AS DEPENDENT VARIABLES (Fifteen Specific Inservice
Training Activities for Principals and Secretaries)
DF

Source of Variance
Between Predictor Variables
(Regression)

Sum of Squares
4,306.27

5

Mean Square

F

861.25
3.91*

Within Predictor Variables
(Residual or Within Error)

72

15,849.03

220.13

*Significant at beyond the 0.01 level.

TABLE 46.1.--

SUMMARY OF SIGNIFICANT PREDICTOR VARIABLES OF TABLE 46

Variable

Multiple R

R Square

R Sq Change

Siirple R

1. Secretary's years
with present
principal

0.329

0.108

0.108

-0.329

2. Secretary's age

0.388

0.151

0.042

-0.279

3. Size of secretarial/
clerical staff

0.414

0.172

0.021

0.143

4. Secretarial/clerical
employee association

0.437

0.191

0.019

0.133

5. Secretary's educa­
tional level

0.462

0.214

0.023

-0.068

144
TABLE 47.--

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDE­
PENDENT VARIABLES WHICH PARTIALLY PREDICT PRINCIPALS'
RESPONSE TO SECRETARIES1 INSERVICE NEEDS OF SECTION "D"
AS DEPENDENT VARIABLE (Fifteen Specific Inservice
Training Activities for Principals and Secretaries)

Source of Variance

DF

Between Predictor Variables
(Regression)

Sum Of Squares

3

Mean Square

1,633.66

F

544.55
3.35*

Within Predictor Variables
(Residual or Within Error)

74

12,017.21

162.39

*Significant at beyond the 0.05 level.

TABLE 47.1.“

SUMMARY OF SIGNIFICANT PREDICTOR VARIABLES OF TABLE 47

Variable

Multiple R

R Square

R Sq Change

Simple R

1.

Principal's sex

0.258

0.067

0.067

-0.258

2.

Secretary's
educational level

0.310

0.096

0.030

0.140

Secretary's years in
present position

0.346

0.120

0.023

-0.169

3.

The interpretation and Analysis of Data for
Subproblem Five (Tables 46 and 47)
The two step-wise multiple regression analysis
findings presented in Tables 46 and 47 produced F ratios
which are significant at beyond the 0.1 level.

This enables

the researcher to not retain the null hypothesis of no re­
lationship between the independent
(criterion)

(predictor)

and dependent

variables as it pertains to the secretary's

145
inservice items in Section "D" of the research questionnaire.
The summary in Table 46.1 shows five of the seventeen
independent variables which contributed significantly to the
Multiple R and an F ratio of 3.91, significant at beyond the
0.10 level.

Three of the predictor variables relate per­

sonally to the secretary while two relate to the work situa­
tion for all secretarial/clerical personnel: size of staff
and employee work or contract association.
The summary in Table 4 7.1 shows that the step-wise
multiple regression analysis identified three of the seven­
teen independent variables which contributed significantly
to the Multiple R and an F ratio of 3.35, significant at
beyond the 0.0 5 level.

Two of the predictor variables

relate personally to the secretary and one relates personally
to the principal.
In both summaries, the majority of predictor variables
related personally to either the principal or to the
secretary.

Two variables related to the secretarial/clerical

staff size and their employee work association
non-union).

(union or

146
TABLE 48.—

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDE­
PENDENT VARIABLES WHICH PARTIALLY PREDICT SECRETARIES'
RESPONSE TO JOB SATISFACTION INDEX OF SECTION "E" AS
DEPENDENT VARIABLE

Source of Variance

DF

Between Predictor Variables
(Regression)

2

Sum of Squares

Mean Square

76.15

38.08

F

2.86*
Within Predictor Variables
(Residual or Within Error)

995.64

75

13.28

*Significant at beyond the 0.1 level.

TABLE 48.1.—

SUMMARY OF SIGNIFICANT PREDICTOR VARIABLES IN TABLE 48

Variable
1.
2.

Multiple R

R Square

R Sq Change

Simple R

Secretary's years in
present district

0.185

0.034

0.034

-0.185

Secretary's years in
present position

0.267

0.071

0.037

-0.047

TABLE 49.—

STEP-WISE MULTIPLE REGRESSION ANALYSIS OF SELECTED INDEPEND­
ENT VARIABLE WHICH PARTIALLY PREDICT PRINCIPALS 1 RESPONSE TO
JOB SATISFACTION INDEX OF SECTION "E" AS DEPENDENT VARIABLE

Source of Variance
Between Predictor Variables
(Regression)

DF

Sum of Squares

10

367.39

Mean Square

F

36.74
3.54*

Within Predictor Variables
(Residual or Within Error)

67

♦Significant at beyond the 0.01 level.

695.60

10.38

147
TABLE 49.1.--

SUMMARY OF SIGNIFICANT PREDICTOR VARIABLES IN TABLE 49

Variable
1.

2.
3.

4.
5.
6.
7.
8.
9.

10.

Multiple R

R Square

R Sq Change

Simple R

Secretary's years
with present
principal

0.227

0.051

0.051

-0.227

School accreditation
status

0.321

0.103

0.052

0.213

Staffing policy for
providing secretar­
ial/clerical
personnel
(differentiated)

0.380

0.144

0.041

-0.218

Size of secretarial/
clerical staff

0.426

0.182

0.038

0.152

Secretary's years in
present district

0.461

0.212

0.031

0.040

Secretary's
educational level

0.489

0.239

0.026

-0.120

Principal's
educational level

0.518

0.269

0.030

0.203

1979 Student
enrollment

0.537

0.288

0.020

0.180

Staffing policy or
ratio for determining
secretarial/clerical
staff

0.556

0.309

0.021

0.033

Principal's age

0.588

0.346

0.036

-0.022

The Interpretation and Analysis of Data for
Subproblem Five (Tables 4 8 and 49)
The two step-wise multiple regression analysis findings
presented in Tables 4 8 and 49 produced F ratios which are

148

significant at beyond the 0.1 level.

This enables the re­

searcher to not retain the null hypothesis of- no relation­
ship between the independent
(criterion)

(predictor)

and dependent

variables as it pertains to the job satisfac­

tion items in Section "E" of research questionnaire.
The summary in Table 48.1 shows two of the seventeen
independent variables which contributed significantly to
the Multiple R and an F ratio of 2.86, significant at beyond
the 0.10 level.

Both predictor variables relate personally

to the secretary in terms of work experience.
The summary in Table 49.1 shows ten of the seventeen
independent variables which contributed significantly to the
Multiple R and an F ratio of 3.54, significant at beyond the
0.01 level.

Three of the predictor variables relate per­

sonally to the secretary while two relate personally to the
principal.

The remaining five variables relate to the

situational setting of the high school, including:
tation status,

accredi­

size of secretarial/clerical staff, size of

student enrollment,

and, two aspects by which the levels of

secretarial/clerical staffing are determined.
In both tables,

the majority of predictor variables

again relate personally to the secretary and the principal.
Table 49.1 lists more predictor variables as having a signi­
ficant relationship with the dependent variable of princi­
pals'

job satisfaction than appeared in any of the other

summary tables.

149

The Summary of Results
In Chapter IV, the researcher presented and analyzed
the data gathered from 7 8 matched pairs of Michigan public
high school principals and secretaries.

The first division

provided a tabular profile of the participating high
schools, their principals and secretaries, using responses
to Section "A" of the research questionnaire.

The second

division focused on the five subproblems of the study, using
two types of statistical tests.

To compare differences of

attitude scores of principals and secretaries to Sections
"B," "C," "D," and "E" of the research questionnaire,
researcher used the t Test for matched

the

or paired groups.

To determine relationships between the dependent and inde­
pendent variables, the step-wise multiple regression analysis
procedure and test were applied.
A total of sixteen t Tests were performed to compare
differences in attitude scores of principals and secretaries.
The researcher found that in twelve tests, the T Value was
significant beyond the 0.1 Alpha level.
nificant at the 0.0 00 Alpha level.
no difference were,

Several were sig­

The null hypotheses of

therefore, not retained after comparing

principal and secretary attitude scores in the following
areas of the dependent variables:

150

T Value
1.

Overall Response to Section "B"
on Adequacy, Value and Work
Environment

2-Tail
Prob.

4.15

0.000

A priori Subsets of Section "B"
2.

Direction of Staff

1.79

0.078

3.

Equity for Staff

4.56

0.000

4.

Involvement of Staff

7.46

0.00 0

5.

Personal Concerns

2.46

0.016

6.

Recognition of Staff

8.30

0.000

7.

Support of Staff

3.18

0.002

8.

Use of Staff

4.72

0.000

9.

Value of Staff

4.22

0.000

"Are" (Real) Provisions and
Practices in Section "C"

5.85

0.000

Principals' Inservice Needs
in Section "D"

2.43

0.018

Job Satisfaction Levels

2.05

0.044

10.
11.
12.

Four t Tests produced results which were not beyond
the 0.1 Alpha level and, therefore,
no difference were retained.

the null hypotheses of

The areas covered by these

tests are given below:
A priori Subsets of Section "B"

1.
2.
3.
4.

T Value

2-Tail
Prob.

Adequacy of secretarial/
clerical staff

0.0

1.000

Skills of secretarial/
clerical staff members

1.53

0.129

"Should Be" (Ideal)
Provisions in Section "C"

1.25

0.217

Secretary's Inservice
Needs in Section "D"

1.19

0.238

151

To analyze the relationship between the dependent
and independent variables, a total of twelve step-wise
multiple regression analyses were performed.

Six analyzed

the relationship of the independent variables to principal
responses on the dependent variables.

Six others examined

the same relationships for the secretary responses.
All but one of the analyses identified significant
relationships between selected independent variables and
the participant responses on the dependent variables.
Overall,

this allowed the researcher to not retain the null

hypothesis of no relationship.

The only instance which did

not reveal a significant relationship was on the secre­
taries'

"Should Be"

(Ideal)

responses in Section "C" where

an "F" value of 2.06 was under the 0.1 Alpha level.

A

recap of the significant findings is given below:
Dependent Variable
in Brief

1.
2.
3.
4.
5.
6.

F

Section "B"
Section "C" Are
(Real)
Section "C" Should Be
(Ideal)
Principals' Inservice
Secretaries ' Inservice
Job Satisfaction

Secretary
Signif.

F

Principal
Signi:

4.26

0.01

3.34

0.05

3.00

0.05

3.34

0.05

4.04
3.06
3.35
3.54

0.05
0.05
0.05
0.01

not significant
0.01
4.67
0.01
3.91
0.01
2.86

In analyzing the summary tables which follow each step­
wise Multiple Regression,

it can be determined that all

seventeen independent variables were identified at least
once as contributing to the Multiple R and F ratio of a re­
lationship.

The summary below shows how often each

152

independent variable was listed in a summary table:

1.

Secretary's age

3

2.

Secretary's educational level

6

3.

Secretary's years in present position

4

4.

Secretary's years with present principal

4

5.

Secretary's years in present district

4

6.

1979-80 Student enrollment

1

7.

Employee association

1

8.

Size of secretarial/clerical staff

4

9.

Principal's sex

3

10.

Principal's age

1

11.

Principal's educational level

4

12.

Principal's years in present position

4

13.

Principal's years as high school
principal

2

14.

School accreditation status

3

15.

School location

1

16.

Differentiated staffing policy

3

17.

Ratio or formula policy

3

In conclusion,

(union or non-union)

it can be said that several signifi­

cant findings were identified in this study.

The findings

of difference as well as relationship help to answer the
original questions which stimulated the research project.
(See page 12).

Additional questions have been raised which

will be considered in the final chapter,
clusions and a final summary.

together with con­

FOOTNOTES: CHAPTER IV

George H. Weinberg and John A. Schumaker,
Statistics: An Intuitive Approach (Monterey, California:
Brooks/Cole Publishing Company, 1974), pp. 211-212.
2

See Appendix I.

3
Francis J. Kelly and others, Multiple Regression
Approach (Carbondale, Illinois:
Southern Illinois
University Press), p. 6.
4
William Veitch, "Regression In Education," (paper
prepared at Oakland Schools for use by researchers,
Pontiac, Michigan, July 1975).
5

See Appendix F.

^Ibid.
7

See Appendix I .

153

CHAPTER V
THE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
In this chapter a summary of the investigation con­
ducted has been presented.

It is followed by the author's

discussion of the findings and conclusions.

In addition,

recommendations for areas of further investigation are
considered.

The Summary
The Purpose of the Study
As stated in Chapter I, the researcher's purpose in
this study was to assess and compare the attitudes of
selected Michigan high school principals and their secre­
taries relative to four groupings of dependent variables.
First, there was special interest in comparing principal and
secretary attitudes toward the forty descriptive statements
concerning the adequacy , value and general work environment
of the high school secretarial/clerical staff.

Next,

the

researcher wanted to compare the dyad's "real" and "ideal"
assessments toward twenty-five specific provisions and
practices intended to promote the effective use of the secre­
tarial/clerical staff.

As third and fourth dimensions, the
154

155

researcher desired to assess and compare principal and
secretary attitudes toward fifteen inservice training
activities and eighteen statements concerning job satis­
faction.

Finally, the researcher's purpose was to examine

the relationships between the dependent and independent
variables of the study.
The Importance of the Study
The day-to-day operations of high schools have become
more and more complex, resulting in added demands and
pressures for principals and their secretaries.

Increased

complexity has resulted in increased paper work and clericalrelated tasks affecting administrators as they strive to
serve students, teachers, parents and community members.

As

never before, this requires special skill and training for
all building administrators, but especially for the princi­
pal.

More secretarial/clerical staff assistance may be

justified and needed.

A deficiency in either dimension—

administrator skill or staffing support— can affect service
and job satisfaction.
It is important that all existing resources be effec­
tively organized and used if the full importance and potential
of the school office is to be realized.
lessly and ineffectively, confusion,
service may result.

If it operates care­

frustration and reduced

Time and goodwill can be lost, resulting

in a negative reflection on the principal, the secretary and

156
the school.

In the final analysis, the principal is dis­

tracted from giving the proper attention and support to
the educational programs of the school.
The findings and recommendations of this study ought
to be of interest to principals, secretarial/clerical staff
members, Boards of Education, superintendents, and collegeuniversity personnel concerned with the pre-service and
inservice preparation of today's school principals and
school secretaries.

The Questions Which Stimulated the Study
1.

Using a staff/student ratio, how do selected

Michigan public high schools compare in terms of secretarial/
clerical staffing?
2.

How many school districts use a formula, ratio or

policy to determine staffing levels for secretarial/clerical
personnel?
3.

In the opinion of principals and their secretaries,

is the secretarial/clerical staffing level adequate?
4.

In the opinion

of principals and their secretaries,

how satisfied, effective and competent are secretarial/
clerical staff members?
5.

In the opinion of principals and their secretaries,

are present secretarial/clerical staff members being
effectively used?

Is there evidence from selected provisions

and practices to support their opinions?

157
6.

How do principals and their secretaries compare

on an objective measure of job satisfaction?
7.

How do principals and their secretaries compare

in their opinions of their own and each other's inservice
training needs?
8.

Do variables such as school size and location

relate to the stated opinions of principals and their
secretaries?
9.

Do variables such as school accreditation and

secretarial/clerical employee bargaining/contract status
(or lack thereof)

relate to opinions of principals and

their secretaries?
10.

Do selected individual or personal variables of

principals and their secretaries relate to their opinions
and assessments of the dependent variables?

The Research Methodology and Statistical Tests
This study combined the descriptive and analytical
survey methods, using a questionnaire developed by the re­
searcher.

Although the study assessed only the attitudes of

principals and their secretaries,

the results provided infor­

mation involving all administrators and all secretarial/
clerical staff members assigned to the high schools.

The

researcher chose to involve only the dyad of the high school
principal and secretary for two reasons.

First, the communi­

cation and employment relationship of the dyad could provide
an overview assessment of the variables of interest in the

158
study.

The principal could make certain overview assessments

reflecting the attitudes or feelings of all building level
administrators.

The secretary could make certain overview

assessments reflecting the attitudes or feelings of all
secretarial/clerical staff members.

The contrast of these

assessments was of interest in terms of their agreement and
accuracy.
After a review of appropriate resources and discussion
with consultants, the researcher decided on the use of two
statistical tests in analyzing the data of the study.

For

the comparison of principal and secretary attitude scores,
the t Test for matched or paired groups was employed to check
for significant differences.

For checking on possible re­

lationships between independent variables and respondent
scores on the dependent variables, the step-wise multiple
regression analysis was employed.

Both tests are quite

powerful and seemed well suited for the statistical design
of the study.

The Sample Size and Respondent Participation
The researcher desired to sample thirty percent of
Michigan's Class "A" and "B" high schools.

The 19 80 Michigan

Education Directory and Buyer's Guide was used and the re­
searcher indentified 304 high schools which had enrollments
of 750 or more students in 1979-80.
sampling method, ninety-one

Using the simple random

(91) schools were selected for

159
participation.

A two-stage communication process with

appropriate follow-up efforts resulted in completed ques­
tionnaires from seventy-eight matched pairs of high school
principals and secretaries.

This provided an 86 percent

rate of return, considered very good for survey research.

The Five Subproblems and Five Hypotheses Restated
In Chapter I, the researcher posed five subproblems of
the study and stated five null hypotheses.

These are re­

stated below:
The first subproblem.

The first subproblem was to de­

termine through an analysis of questionnaire responses,

the

attitudes of principals and their secretaries toward the
forty descriptive statements regarding the adequacy, value
and general work environment of secretarial/clerical staff
members.
The first null hypothesis.

The first hypothesis was

that there is no difference between the attitude scores of
principals and their secretaries regarding the forty de ­
scriptive statements designed to assess the adequacy, value
and general work environment of secretarial/clerical staff
members.

This hypothesis was examined using an Alpha level

of .10.
The second subproblem.

The second subproblem was to

determine through an analysis of questionnaire responses the
"are"

(real)

and "should be"

(ideal)

assessments of

160
principals and secretaries relative to twenty-five specific
practices and provisions intended to promote the effective
use of secretarial/clerical staff members.
The second null hypothesis.

The second hypothesis was

that there is no difference between the "are"
"should be"

(ideal)

(real)

and

assessments of principals and the "are"

(real) and "should be"

(ideal)

assessments of their secre­

taries relative to twenty-five specific practices and pro­
visions intended to promote the effective use of secretarial/
clerical staff members.

This hypothesis was examined using

an Alpha level of .10.
The third subproblem.

The third subproblem was to d e ­

termine through an analysis of questionnaire responses the
attitudes of principals and their secretaries as to their own
and to each other's inservice training needs relative to the
fifteen selected activities.
The third null hypothesis.

The third hypothesis was

that there is no difference between the attitudes of princi­
pals and the attitudes of their secretaries relative to each
other's inservice training needs on fifteen selected
activities.

This hypothesis was examined using an Alpha

level of .10.
The fourth subproblem.

The fourth subproblem was to

determine and compare through an analysis of questionnaire
responses the job satisfaction levels of principals and sec­
retaries .

161
The fourth null hypothesis.

The fourth hypothesis

was that there is no difference between the job satisfaction
levels of principals and the job satisfaction levels of their
secretaries.

This hypothesis was examined using an Alpha

level of .10.
The fifth subproblem.

The fifth subproblem was to

determine through an analysis of questionnaire responses the
specific classifications, values,

and descriptions of the

independent variables and to then determine the relation­
ships between all dependent variables and independent
v ariables.
The fifth null hypothesis.

The fifth hypothesis was

that there is no relationship between the dependent variables
and the several independent variables of the study.
hypothesis was examined using an

This

Alpha level of .10.

The Significant Findings
The overall t Test for subproblem one yielded a T
Value of 4.15, significant at 0.000 level, using two-tail
probability.

This allowed the researcher to not retain the

null hypothesis of no difference.

There was a significant

difference between the attitude scores of principals and their
secretaries as they responded to Section "B" of the research
questionnaire.

This section focused on forty descriptive

statements relative to the adequacy, value and general work
environment for the high school secretarial/clerical staff.

162
Principals expressed a more positive assessment

(4.06 on

the five-point Likert scale)

than did their secretaries

(3.81 on the Likert scale).

This placed the principals

above "agree"

(4.0 on the Likert scale) while the secre­

taries were between "undecided" and "agree" though closer
to the latter.
The ten t Tests on the a priori subsets within
Section "B" yielded eight T Values which were also signi­
ficant at beyond the 0.1 Alpha level.

This "post hoc" form

of analysis made it more clear as to where principals and
secretaries had similar as well as significantly different
vie w s .
The dyads had identical mean scores in reacting to the
four statements relative to the adequacy of the secretarial/
clerical staff.

Also,

there was only a small difference in

their assessments relative to the four statements on the
skills of the secretarial/clerical staff.
In the other eight areas or a priori subsets, princi­
pals reacted more positively to each set of four statements
than did their secretaries.

The eight a priori groups where

significant differences were found are listed in order of
magnitude of their T Values:

163

T Value

Equivalent
Five-Point Scale Score
Principals
Secretaries

1.
2.

Recognition of Staff

8. 30

4.47

3.89

Involvement of Staff

7. 46

4.06

3.37

3.

Use of Staff

4.72

4 .04

3.67

4.

Equity for Staff

4. 56

3.53

3.07

5.

Value of Staff

4. 22

4.73

4.46

6.

Support for Staff

3.18

4.60

4.37

7.

Personal Matters or
Concerns of Staff

2.46

4.04

3.87

Direction of Staff

1.79

3.91

3.74

8.

Neither the principal nor the secretary groups could
agree

(4.0 on Likert scale)

that the high school had adequate

secretarial/clerical staff.

They did, however, exceed 4.0 on

the Likert scale when responding to the four statements on the
skill level of secretarial/clerical staff members.
While eight of the ten subset t Tests resulted in signi­
ficant findings,

in no case did the average Likert scale score

for either group fall below 3.0 or "undecided."

The signifi­

cant differences were expected but the relative positions or
range between the group scores were not as great as had been
anticipated.
Two t Tests performed to solve subproblem two revealed
different findings.

First, principals assessed the "are"

(real) existence of selected provisions and practices more
positively than did their secretaries.
the principals'

groups score

or provided to a high degree"

Once again, however,

(3.53) did not reach "implemented
(4.0) and the secretaries'

164
group score

(3.09) did not fall below "implemented or

provided to a moderate degree"

(3.0) on the Likert scale.

The researcher was able to not retain the null hypothesis
of no difference.

Secondly, there was not a significant

difference between the groups on the "should be"

(ideal)

attitude toward these same twenty-five provisions and
practices.

Principals and secretaries both gave ratings

which exceeded "should be implemented or provided to a high
degree"

(4.46 and 4.38 respectively).

The researcher had to

retain the null hypothesis of no difference.
Two t Tests performed to solve subproblem three also
resulted in different findings.

First, there was signifi­

cant difference between the responses of principals and sec­
retaries as they considered the value or need of the fifteen
inservice activities for the principal.

Principals assessed

their overall value or need for these inservice activities
higher
(3.52).

(3.88 on the Likert scale)

than did their secretaries

Both groups, however, rated the value or need as

closer to "Of much value or need"

(4.0 on the Likert scale)

than to "Of uncertain value or need)
scale).

(3.0 on the Likert

The researcher did not retain the null hypothesis

of no difference.

Second, the groups were relatively close

in assessing the value or need of the inservice activities
for the secretary.

Each gave overall ratings which exceeded

3.5 on the Likert scale

(principals 3.69 and secretaries

3.53) placing the secretaries' needs close to but below "Of
much value or need."

As well as assessing their own inservice

165
needs higher,

the principals also rated the value of the

inservice activities for secretaries more highly than did
the secretaries.

In this segment of subproblem three, the

researcher had to retain the hypothesis of no difference.
Of the fifteen inservice training activities listed
in Section "D" of the research questionnaire, principals
reached or exceeded a self-assessed need of 4.0
value or need)

(of much

eight times or more than 50 percent of the

listed activities.

These eight inservice activities or

topics together with their Likert scale group scores are
listed below:
Activity

Principals Likert
Scale Score

...personal organization and planning
skills

4.09

...delegating tasks and authority

4.09

...stress management skills

4.06

...time management skills

4.15

...conflict management skills

4.01

...basic school law and legal briefings on
court decisions, new laws, etc.

4.17

...effective use/coordination of the
secretarial/clerical staff

4.03

...goal or task analysis, goal setting
and prioritizing

4.00

Although the secretary and principal assessments re­
garding the value of the inservice activities for secretaries
never reached 4.0
rating of 3.5.

(Of much value or n e e d ) , many exceeded a

See Appendix J for a complete listing of

assessment scores for both groups on all dependent variables.

166
One t Test was performed to solve subproblem four and
resulted in a T Value of 2.05, significant at the 0.044
level.

The researcher did not retain the null hypothesis

of no difference between the job satisfaction levels of
principals and their secretaries.
overall rating
secretaries

Principals had a higher

(2.75 on the Likert scale)

(2.64).

than did their

This placed both groups between

"disagree" and "undecided" on the Likert scale.

The result

was that both groups scored below the "neutral" point of 54
on the Job Satisfaction Index.

In view of the low Alpha

reliability coefficient reported for the JSI and this sub­
scale, the researcher was reluctant to place much significance
on this finding.
In solving subproblem five, twelve separate step-wise
multiple regression analyses were performed.

All tests but

one identified signficant relationships between the selected
independent variables and the participant responses on the
dependent variables.

Overall this allowed the researcher to

not retain the null hypothesis of no relationship.
While all independent variables were identified as con­
tributing at least once to the significant relationship with
scores on the dependent variables, the dominant independent
or predictor variables were most often associated personally
or individually with principals and secretaries.

Those

variables identified as contributing four or more times to
significant relationships are given as follows:

167
Times Cited

1.

Secretary's educational level

6

2.

Secretary's years in present
position

4

Secretary's years with present
principal

4

Secretary's years in present
district

4

5.

Size of secretarial/clerical staff

4

6.

Principal's educational level

4

7.

P r incipal's years in present
position

4

3.
4.

Five more of the independent variables were each
identified three times as contributing to the significant
relationship between independent and dependent variables.
These five were:
1.

Secretary's age

2.

Principal's sex

3.

School accreditation

status

4.

Differentiated staff

policy or lack thereof

5.

Ratio or formula policy for staffing
secretarial/clerical staff

It can be stated that twelve of the seventeen inde­
pendent variables contributed three or more times to a signi­
ficant regression equation.
or district policy nature,

Since most were of a personal
it can also be stated that some

possibilities for change and improvement exist at the local
level.

These implications will be discussed briefly in the

next section.

168

The Conclusions and Implications
of Findings

This study has shown that significant differences
exist between the attitude scores of principals and secre­
taries on twelve of sixteen t Tests performed on six groups
of dependent variables.

Although significant differences

exist, the Likert scale scores of both groups can be in­
terpreted overall as being more positive than negative.
The findings of eight t Tests which examined differences
between principal and secretary responses to Section "B" of
the research questionnaire suggest some specific activities
which administrators may employ to bring about improvement.
To further enhance the role, value and work environment of
the high school secretarial/clerical staff, principals should
take steps t o :
1.

promote recognition of the secretarial/clerical
staff.

Among other things, building administrators

should solicit and use the ideas and suggestions of
their secretarial/clerical staff members to improve
the school office operations;
2.

promote involvement of the secretarial/clerical
staff.

Among other things, building administrators

should be certain that secretarial/clerical staff
members are asked to help plan/evaluate/revise
activities or programs which involve their services;

169
3.

make better and fuller use of secretarial/
clerical staff members.

Among other things,

building administrators need to minimize their
own time and involvement with paper work or other
tasks which can be done effectively by secretarial/
clerical staff members;
4.

insure equity of treatment.

Among other things,

building administrators can help bring about job
classification studies and job descriptions
pay purposes)

(for

which fairly reflect the differences

in positions as to work loads, skills and responsi­
bilities ;
5.

promote the value of the secretarial/clerical staff.
Among other things, building administrators can
recognize and publicize the valuable role and loyal
service of secretarial/clerical staff m e m b e r s ;

6.

provide support for secretarial/clerical staff
members.

Among other things, building administra­

tors can assist and support secretarial/clerical
personnel when they are confronted with unreasonable
situations involving teachers,

students, parents or

other staff members;
7.

give attention to matters of personal concern
facing secretarial/clerical staff members.

Among

other things, building administrators should pro­
vide opportunities whereby secretarial/clerical
staff members can learn and try new things on the
job; and
8.

insure clear direction to the secretarial/clerical
staff.

Among other things, building administrators

170
can strive to provide consistent channels of
communication and supervision in directing the
work of secretarial/clerical personnel.
The findings in Section "C" of the research ques­
tionnaire suggest that principals as well as secretaries
feel that the twenty-five provisions and practices need
fuller implementation in their schools.

Among the pro­

visions which principals and secretaries feel need the
greatest attention are:

(Both principal and secretary mean

responses exceeded 4.5 on the Likert scale) .
1.

current written job descriptions for each secre­
tarial/clerical personnel;

2.

adequate equipment/furniture provisions for
secretarial/clerical peronnel;

3.

adequate supplies and materials;

4.

written job classification/reclassification pro­
cedures ;

5.

job postings for new or vacated positions;

6.

provisions for personal comfort and privacy during
work breaks;

7.

paid sick leave allowance;

8.

formal screening/testing procedures prior to hiring;

9.

paid vacation allowance;

10.

paid insurance benefits;

171
11.

published grievance procedures;

12.

convenient, comfortable office spaces/work
stations for secretarial/clerical personnel.

Inservice programs should be planned and conducted
at the local level for principals and secretaries.

Ideally,

they should be scheduled for those times when students and
teachers are on vacation but when principals and secretaries
are on the job, e.g.,

late summer weeks before school begins

or after school is dismissed in June.

Much can be accom­

plished in a well-planned half-day program.

Those inservice

activities of greatest value or need to principals and secre­
taries are listed below:
FOR PRINCIPALS:

(4.0 or higher on Likert scale)

1.

personal organization and planning skills;

2.

delegating tasks and authority;

3.

stress management skills;

4.

time management skills;

5.

conflict management skills;

6.

basic school law and legal briefings;

7.

effective use/coordination of secretarial/
clerical staff, and,

8.

goal or task analysis, goal setting/priori­
tizing.

FOR SECRETARIES:

(3.6 or higher on Likert scale)

1.

office management principles and skills;

2.

personal organization and planning skills;

3.

human relations skills;

4.

delegating tasks and authority;

5.

interpersonal communication skills;

172
6.

business letter writing;

7.

stress management skills, and

8.

effective use/coordination of the secretarial/
clerical staff.

The study also revealed several significant findings
in the relationships between the dependent variables and
the seventeen selected independent variables.
dictor variables which contributed most often
times)

Those pre­
(four or more

to significant regression equations were:
1.

Secretaries'

educational level;

2.

Secretaries' years of work experience;

3.

Size of the secretarial/clerical staff;

4.

Principals'

5.

Principals' years of work experience.

educational level, and

While it is impossible to change the level of experience for
principals or secretaries,

it is possible to examine more

closely the educational needs of each and to provide, where
appropriate, meaningful inservice activities as suggested
earlier.

The overall size and adequacy of the secretarial/

clerical staff can also be examined carefully.

Where

possible and appropriate additional personnel should be em­
ployed in the high school office.

The researcher emphasizes,

however,that the current study identifies many provisions
and practices which may, if utilized, result in increased
efficiency, effectiveness and productivity by administrators
as well as secretarial/clerical staff members.

These should

be examined first, whether or not additional personnel are

173
eventually employed.
The findings have implications for inservice training
and policy development at the local level, the initiation
and motivation for which can very properly begin with the
high school principals and their secretaries.

Principals

especially should exert influence to improve their own
skills and the operational efficiencies of their local
units.

Secretaries share a similar responsibility and

opportunity to voice their concerns, recommendations and
needs.

Boards of education should support principals and

secretaries when they request or suggest inservice activi­
ties or policy changes which may promote goodwill,
and performance.

skill

College and university personnel should

consider the content of existing programs as well as the
design of new ones which will enhance the pre-service and
inservice training needed by principals and secretaries.
Much can be done at the local building level through
the efforts of the principal-secretary dyads.

Many of the

practices and provisions presented in Section "C" of the
research questionnaire cost very little in terms of budget
expenditure.

Many of the inservice activities presented in

Section "D" can be organized locally, using local resources
and personnel.

Change will,

in most cases, occur more

rapidly through the teamwork of principals and their secre­
taries.

As a result, efficiency, service and job satis­

faction may increase for both administrators and secretar­
ial/clerical staff members.

174
At the same time,

feelings of stress, hassle and job

fatigue may decrease.

The possibility for positive change

certainly deserves careful consideration by all members of
the educational team.

The Recommendations

In view of the experience and findings with the
present study,

the researcher makes seven recommendations

regarding future research in the general area of high school
administrators and their secretarial/clerical staffs.
1.

First and most obvious, a new study should examine

levels of job satisfaction,using an instrument which has
greater reliability than the Job Satisfaction Index.

A more

accurate assessment in this important area is needed.
2.

Second,

the research questionnaire should be

reduced substantially which, of course,
focused study.

suggests a more

The present study, though interesting, in­

volved too many variables, making it difficult to analyze.
3.

Third, a subsequent study should be made, using a

more focused topic and questionnaire, but involving all
building administrators and all secretarial/clerical staff
members.
4.

Fourth, a subsequent study should include as a

third dimension, an assessment of teacher views and opinions
as they relate to the operations of the high school office
and its staff.

175
5.

Fifth,

an indepth analysis of specific staffing

practices as they relate to provisions for secretarial/
clerical personnel is a topic worthy of further examination.
The present study resulted in only superficial information
dealing with this area.
6.

Sixth, a subsequent study could examine the

specific areas of undergraduate course preparation for
principals and attempt to relate these to levels of job
satisfaction as well as skills in the business/office
administration of the school.
7.

Seventh,

an effectiveness study of specific

inservice training activities provided in local high schools
for the benefit of administrators and secretarial/clerical
personnel should be considered.

For example, the impact

pre and post of an inservice training session on time
management skills.

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Saxe, Richard W.
"No Office Should Be Without One."
(October I960), pp. 37-38.

40, N o . 2

"Secretaries: Unrecognized Management."
Successful School
Administration, November 17, 1975, p. 131.
Sergiovanni, Thomas J.
"Factors Which Affect Satisfaction
and Dissatisfaction of Teachers."
The Journal of
Educational Administration, V (1967), pp. 66-82.
Steller, Arthur W.
"The School Secretary as Receptionist
and Public Relations Agent."
The National Educational
Secretary,(Summer 1978).
Svetlik, Bryon.
"Relationships Between Job Difficulty,
Employee's Attitude Towards His Job and Supervisory
Ratings of Employee Effectiveness."
Journal of
Applied Psychology, XLVII (1964), pp. 320-324.
"The Secretary is Becoming an Endangered
December 11, 1978, pp. 61-62.

Species."

Trotter, Robert J.
"On-the-Job Satisfaction."
(December 7, 1974), p. 363.

Forbes,

Science,

181
Trusty, Francis M . , and Sergiovanni, Thomas J.
"Perceived
Need Deficiencies of Teachers and Administrators."
Educational Administration Quarterly, II (Autumn 1966),
pp. 168-180.
Vroom, Victor H.
"Ego-Involvement, Job Satisfaction, and
Job Performance."
Personnel Psychology, XV (1962),
pp. 159-177.
Wernimont, Paul, and others.
"Comparison of Sources of
Personal Satisfaction and of Work Motivation."
Journal of Applied Psychology, LIV (1970) , pp. 95-102.
"Why Millions Hate Their Jobs— and What's Afoot To Help."
U. S. News & World Report, I n c ., September 27, 1976,
pp. 87-90.
Worthy, J. C.
"Organizational Structure and Employee
Morale."
American Sociological Review, XV (1950),
pp. 169-179.
Yankelovich, Daniel.
"The New Psychological Contracts At
Work."
Psychology T o d a y , May 19 78, pp. 46-50.

Unpublished Material
Anderson, Thomas Reid.
"A Cross-Sectional Case Study of
the Results of Community Education Implementation and
Diffusion in Process City, USA."
Ph.D. dissertation,
Michigan State University, 19 75.
Benton, Chauncey F.
"The Duties and Contributions of the
Elementary School Secretary."
Doctoral dissertation,
New York University, 1956.
Clanton, Richard Alfred.
"Attitudes of Educational
Secretaries In The Metropolitan Nashville and Davidson
County, Tennessee, Public School System Toward
Conditions of Work."
Ed.D dissertation, The University
of Tennessee, 1975.
Conn, Billy H.
"A Study of the Relationship of Faculty
Involvement in Building Level Decision-Making To The
Faculty Perception of the Principal."
Ph.D.
dissertation, Michigan State University, 1977.

182
Ford, William Clark.
"The Secretary to the Public School
Principal: A Job and Personal Profile Analysis."
Ph. D. dissertation, Michigan State University, 1970.
Grovom, Dorothy C.
"Responsibilities of the Educational
Secretary for Activities Pertaining to the Pro­
fessional Educational Functions of the School
Principal's Office."
Doctoral dissertation, Indiana
University, Bloomington, 1958.
Jones, James A.
"A Study of the Indiana Public Elementary
School Secretaryship."
Doctoral thesis, Indiana
University, Bloomington, 1967.
Malinovsky, Michael R.
"Determinants of Work Attitudes."
Master's thesis, University of Florida, 1964.
Orchard, Mark Lee.
"Selected Factors Affecting the Mobility
of Public Secondary School Principals in Michigan:
1968-1974."
Ph.D. dissertation, Michigan State
University, 1975.
Russell, Robert Vorley.
"The Role of the School Secretary
As Perceived By Principals, Teachers and Other School
Secretaries."
Ed.D dissertation, Northern Arizona
University, 1973.
Veitch, William.
"Regression in Education."
Pontiac,
Michigan: Oakland Schools, 1965 (Mimeographed).

APPENDICES

APPENDIX A
QUESTIONNAIRE TO PRINCIPAL

183

[

BIRMINGHAM
PUBLIC SCHOOLS

May 17, 1980

D ear Principal:
T h a n k you fo r y o u r w illingness to p a rticip a te in a research stu d y w hich focuses
on principals, th eir secretaries and related variables affecting ad m in istra to rs and
secretarial/clerical staff m em bers o f M ichigan's Class " A " high schools. I am co n fi­
d e n t th a t th e results can assist all w ho are interested in im proving o ffic e o p e ra tio n s
and strengthening su p p o rt to th e to ta l ed ucational program .
T h e enclosed q u estio n n aire has been carefully prepared follow ing critical
reviews by secretaries, principals and o th ers. I believe you will find th e directio n s
clear and th e c o n te n ts interesting. It should only require a b o u t th irty m in u tes to
com plete.
Enclosed you will also find a sum m ary o f th e postal card in fo rm atio n as
prom ised in m y first letter. T his lim ited in fo rm atio n is q u ite revealing and suggests
th e greater b en efits to be derived from th e co m p lete stu d y .
F inally, I have enclosed tw o letters of en d o rsem en t from professional associ­
a tio n s indicating th e su p p o rt w hich has been ex ten d ed to th e research p ro ject. I
am hopeful th a t y o u r in terest and su p p o rt will be show n by co m pleting and re­
tu rn in g th e q u estio n n aire by th e d a te on th e cover sheet. A self-addressed, stam ped
envelope is enclosed fo r y o u r convenience.
t h a n k you again fo r y o u r p a rticip a tio n .
S incerely,

Ronald H. Rolph
D irector o f S eco n d ary E ducation
Enclosure
P. S. Because responses o f m atch ed pairs o f principals and secretaries are essential
to th is stu d y , please encourage y o u r secretary to retu rn th e q u e stio n n a ire as
p ro m p tly as possible.

550

W.

MERRILL

BIRMINGHAM,

MICHIGAN

48012

PHONE

644-9300

A Q uestionnaire fo r High School Principals
and Their S e c re ta rie s
T his research q u estio n n aire has been designed to d e te rm in e th e a ttitu d e s and
opinions o f selected M ichigan high school principals and th e ir secretaries
relative to th e adequacy, value and provisions fo r effective use o f th e high
school secretarial/clerical staff. T here are five sections as indicated below :
Section
Section
S ection
Section
Section

A
B
C
D
E

Individual and School In fo rm atio n
F o rty D escriptive S ta te m e n ts
T w enty-five Provisions and Practices
F ifteen Inservice T raining A ctivities
E ighteen Jo b S atisfactio n S ta te m e n ts

T he e n tire q u estio n n aire will require a b o u t th irty m in u tes to com plete.
Please consider th e follow ing:
•

Y our candid and th o u g h tfu l responses are needed. All qu estio n n aires
will be handled w ith c o m p le te c o n fid e n tia lity and no school o r
individual responses will be released or identified in th e stu d y .

•

A lthough th e principal and his or her secretary will c o m p lete th e
sam e qu estio n n aire, e x c ep t fo r S ection A, it is essential th a t each
one co m p lete th e q u estio n n aire individually and w ith o u t consul­
ta tio n .

•

T ry to c o m p le te th e q u e stio n n a ire w hen you have som e " q u ie t tim e "
and can give it careful c o n sid eratio n . Y our tru e assessm ents are m ost
im p o rta n t to th e research results.

•

F or th e purposes o f th is stu d y , th e term " a d m in is tra to rs " refers only
to th e high school principal and th e assistant o r vice principals.

•

F o r th e purposes o f th is stu d y , th e expression, "se c reta ry to th e
p rin cip al" refers to th e o n e secretary w ho m o st d irectly serves th e
principal.

•

F or th e purposes of th is stu d y , th e expression, "secretarial/clerical
sta ff m em b ers" refers to th o se persons em p lo y ed in th e high school
to perform such office tasks as typing, filing, boo k k eep in g , record­
keeping, te le p h o n e/sw itc h b o a rd w ork, rec e p tio n ist service and o th e r
general office assignm ents. Do n o t include o r consider te a c h e r aides,
p a re n t o r stu d e n t v olunteer helpers.

Please c o m p lete th e q u estio n n aire and retu rn it in th e enclosed envelope n o t
later th an May 30, 1980. If you have q u estions, you m ay te le p h o n e me at
(313) 6 4 4 -9 3 0 0 , extension 259.
T hank you.
R onald H. Rolph

185

Q uestionnaire for the High School Principal
SECTION A
Individual and School Information
1. ‘ High School

W hat is th e accreditation status of your high
school?

2. ‘ District ______________________________________
3.

Grades in Y our School, e.g. 1 0 -1 1 -1 2 ___________

4.

1979 F ourth Friday S tudent Enrollm ent of Y our
High School_______________
Sex:
□

Male

□

Female

8

Non A ccredited

B.

□

UM A ccredited Only

c.

□

UM and N C A A ccredited

D.

□

A ccredited by O thers (please specify)

A.

□

Under 30

A.

□

In a city over 4 0 0 ,0 0 0 residents

B.

□

30 to 39

B.

□

In a city of 100,000 to 399,999

C.

□

40 to 49

c.

□

In a city of 5,000 to 99,999

D.

□

50 to 59

D.

□

In a small tow n under 5,000

E.

□

60 or over

E.

□

In a suburban area w ithin close
proxim ity to a city over 1 0 0 , 0 0 0

F.

□

In a rural area

Education: (Check highest degree earned)
A.

Q

Bachelors

B.

□

Masters

C.

□

Specialist

D.

□

D octorate

. How many years have you served in your
present position, counting the current year?

9.

□

Please indicate the on e o p tio n which best
describes th e location o f y o u r high sch o o l:

Age:

7.

A.

How many years have you been a high school
principal, counting th e current year?

In com paring th e official 1979 F ourth Friday
enrollm ent of y o u r school w ith th a t of the
1970-71 year (or since your school opened,
if after 1970-71) does th e com parison rep­
resent:
A.

□

Higher enrollm ent in 1979-80

B.

□

Lower enrollm ent in 1979-80

c.

□

Essentially no change

D.

□

Unknown

‘ Needed only for purposes of identifying and accounting for questionnaire returns. Names
will n o t be used in identifying research data.

186

13.

14.

15.

16.

In comparing the present size secretarial/
clerical staff of your school with th at of 197071 (or since your school opened, if after 197071) does the comparison represent:
A.

□

More staff in 1979-80

B.

□

Less staff in 1979-80

C.

□

Essentially no change

D.

□

Unknown

17.

18.

In comparing th e rate of absenteeism of
secretarial/clerical staff members with the
rate of teachers, would you say the com pari­
son represents: (Make your best judgment,
b u t it is not expected th a t you will research
records.)

If your answer to no. 16 is "yes," do you
utilize the provision to gain additional secre­
tarial/clerical personnel?
□

Yes

□

No

□

Not applicable

If your answer to no. 16 is "n o ," would you
like to have such a provision or option in
staffing?
□

Yes

□

No

□

Uncertain

19. Does your school district have a basic policy,
formula, rationale or ratio to determ ine the
number of secretarial/clerical personnel assigned
to th e schools?

A.

□

A lower rate for secretarial/cleri­
cal staff

B.

□

A higher rate for secretarial/cleri­
cal staff

C.

□

A bout the same rate for secretarial/
clerical staff

□

Yes

D.

□

Unable to respond

□

No

In considering the length of em ploym ent
for your school's secretarial/clerical staff
members, generally how would you classify
the turnover rate at your school: (Make your
best judgment, b u t it is not expected th a t you
will research records.)
A.

□

High turnover (average em ploym ent
period less than 4 years)

B.

□

Moderate turnover (average em ploy­
ment period of 4 to 7 years)

C.

□

Low turnover (average em ploym ent
period more than 7 years.)

D.

□

Unable to respond

Does your district have a provision for flex­
ible or differentiated staffing whereby you
can, for example, convert the budget allocation
of one teacher position to two or more secre­
tarial/clerical positions?
□

Yes

□

No

COM MENTS:

20.

If your answer to no. 19 is "n o ," do you feel
th a t such a policy, formula, etc., is needed?
□

Yes

□

No

I I

Not applicable

187

SECTION

B

Descriptive Statements
Concerning the High School's
Secretarial/C lerical Staff: Their Adequacy.
Value and Work Environment

Listed in this section are forty (40) descriptive statem ents. Using the following response
alternatives, please select the one which best reflects your candid and thoughtful assessment
of each descriptive statem ent, as it relates to your school and work situation.
SA
A
U
D
SD

-

You STRONGLY AGREE with the statem ent
You AGREE with the statem ent m ost of th e tim e
You are UNDECIDED w hether you agree or disagree with the statem ent
You DISAGREE with th e statem ent m ost of th e tim e
You STRONGLY DISAGREE with the statem ent

Exam ple: (The respondent below has indicated

strong disagreement with the statement)

§A
5

0.

22. The present size secretarial/clerical work force
perm its perform ance of all essential tasks and
services.

26.

D

SD

4

3

2

1

x
SA

□

A

U

□

□

.

D

SD

□

□

□

□

□

□

□

D

D

□

□

□

□

□

□

□

□

Secretarial/clerical personnel have opportunities
to learn and try new things on the job.

□

□

□

□

□

Adm inistrators personally recognize and appre­
ciate the role and responsibilities of secretarial/
clerical personnel.

□

□

□

□

□

A dm inistrators never ask, nor expect, secretarial/
clerical staff members to make decisions, com ­
plete tasks or assume responsibilities which ap­
propriately belong to adm inistrators.

24. Job-related problems or concerns expressed by
secretarial/clerical staff members receive prom pt
consideration by school adm inistrators.
25.

U

Secretarial/clerical staff members should work six
days a week.

Descriptive Statem ents
21. Secretarial/clerical staff members are included in
some special activities with the faculty, e.g., holi­
day parties, bowling league, golf outings.

23.

A

188

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

SA

A

U

D

SD

Secretarial/clerical staff m em bers have good
skills in hum an relations.

CD

□

□

□

□

Secretarial/clerical personnel receive adm inis­
trative su p p o rt w hen c o n fro n ted w ith d ifficu lt
tea c h e r situations.

□

□

□

□

□

Secretarial/clerical related w ork activities and
tasks are periodically analyzed to d eterm in e
th eir im portance, value and need fo r c o n tin ­
uation o r revision, e.g., value or need fo r a p ar­
ticular rep o rt; revision of a particu lar form or
procedure.

□

□

□

□

□

Secretarial/clerical personnel perform vital su p p o rt
services to th e educational program .

□

□

□

□

□

The w ork loads of secretarial/clerical sta ff m em bers
in th is school are reasonable and m anageable.

□

□

□

□

□

Secretarial/clerical personnel are instructed how to
respond to various em ergency situations, e.g., how
to handle a " b o m b call."

□

□

□

□

□

S ecretarial/clerical staff m em bers are ap p ro p riately
paid for th e services th e y render.

□

□

□

□

□

S ecretarial/clerical personnel are k e p t inform ed of
school activities, policies and o p e ra tio n s w hich in­
volve o r affe c t th em .

□

□

□

□

□

S ecretarial/clerical personnel have o p p o rtu n itie s
to do challenging and interesting things.

□

□

□

□

□

S ecretarial/clerical staff m em bers receive express­
ions o f goodwill or ap p reciatio n from adm inis­
tra to rs on special occasions, e.g., b irthdays, holi­
days, N ational Secretaries W eek.

□

□

□ .

□

□

S ecretarial/clerical sta ff m em bers d e m o n stra te
good filing and record-keeping skills.

□

□

□

O

□

S ecretarial/clerical personnel receive ad m in istra­
tive su p p o rt w hen c o n fro n ted w ith d iffic u lt stu d e n t
situations.

□

□

□

□

O

S ecretarial/clerical sta ff m em bers are occasionally
" p o o le d " to handle specific jobs o r special w ork
loads o f th e school as a w hole.

□

□

□

□

□

S ecretarial/clerical personnel are loyal em ployees.

□

□

□

O

□

189

SA
41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

A

U

D

SD

It is unnecessary to acquire additional secretarial/
clerical personnel (o th er th a n th o se assigned to th e
school) to m eet special needs o r peak w ork periods. □

□

□

□

□

Secretarial/clerical staff m em bers receive com plete
d irectio n s w hen assigned new o r com plex tasks.

□

□

□

□

□

T he secretarial/clerical job classification arrange­
m ent in th is school (for pay purposes) reflects
fairly th e corresponding differences in positions
as to w ork loads, skills and responsibilities.

□

CD

CD

CD

CD

p rob lem s.

0

CD

CD

CD

CD

Secretarial/clerical staff m em bers have o p p o r­
tu n itie s to plan and organize th e ir ow n w ork.

CD

CD

CD

CD

CD

Secretarial/clerical staff m em bers are kep t in­
form ed as to ad m in istra to rs' w h ereab o u ts w hen
th ey leave th e office o r school.

CD

CD

CD

CD

CD

Secretarial/clerical personnel have good te le p h o n e /
sw itchboard skills.

CD

CD

CD

CD

CD

Secretarial/clerical personnel receive ad m in istra­
tive su p p o rt w hen c o n fro n ted w ith d iffic u lt p a re n t
situations.

□

□

CD

CD

CD

T he skills and abilities o f secretarial/clerical staff
m em bers are effectively used by adm in istrato rs,
m inim izing th e ir ow n tim e and involvem ent w ith
paper w ork or tasks w hich can be d o n e effectively
by secretarial/clerical staff m em bers.

CD

CD

CD

CD

CD

Secretarial/clerical personnel perform valuable roles
in sch o o l/co m m u n ity relations.
CD

CD

CD

CD

CD

Secretarial/clerical staff m em bers are asked for
th eir ideas and advice regarding problem s which
ad m in istrato rs face, e.g., stu d e n t, p a re n t or staff

T he p resent size secretarial/clerical w ork force
allow s all w ork to be accom plished w ith m inim al

w ork -related stress.

CD

CD

CD

CD

CD

C onsistent channels of co m m u n icatio n and super­
vision are utilized in directing th e w ork o f secre­
tarial/clerical personnel.

CD

CD

CD

CD

CD

190

53.

54.

55.

56.

57.

58.

59.

60.

T h e w ork load fo r secretarial/clerical personnel in
th is building is d istrib u ted fairly.

SA

A

U

D

SD

□

□

□

□

□

S ecretarial/clerical staff m em bers are asked to help
plan/evaluate/revise activities o r program s w hich
involve th eir services.

□

□

□

□

O

S ecretarial/clerical staff m em bers enjoy h arm ony
and com panionship w ith one an o th er.

CH

O

□

□

□

T he ideas and suggestions o f secretarial/clerical
sta ff m em bers to im prove th e school office o p e r­
atio n s are solicited and utilized.

□

□

□

□

□

S ecretarial/clerical staff m em bers (w here required
o r needed) have good m achine and stenographic
skills, e.g., typing, taking d ic ta tio n , etc.

□

□

□

□

□

S ecretarial/clerical personnel receive adm inis­
trativ e su p p o rt w hen c o n fro n ted w ith d ifficult
custodial staff situations.

□

□

□

□

□

A d m in istrato rs plan w ork in advance, w ith d e a d ­
lines w hich avoid unnecessary co n fusion o r "cra sh
p ro je c ts."

□

□

□

□

□

S ecretarial/clerical personnel are hard-w orking
em ployees.

□

□

I I

I I I

COMMENTS:

I

SECTION C
Specific Provisions and Practices
to Promote Effective Use of
High School S ecretarial/C lerical Personnel
Instructions:
Listed in this section are twenty-five (25) specific provisions and practices. Using the
following response alternatives, please select tw o choices for each provision or practice.
The first response is your candid and thoughtful assessment as to w hat now exists in your
school. The second response is your candid and thoughtful assessment of w hat should exist.
5
4
3
2
1

-

Completely im plem ented or provided.
Implemented or provided to a high degree.
Implemented or provided to a m oderate degree.
Implemented or provided to a low degree.
N onexistent or not provided

Example: (The respondent below has indicated th a t th e
th e provision is im plem ented to a m oderate degree and
also indicated th a t it should be com pletely im p lem en ted .)

0,00. Paid retirem ent benefits for secretarial/
clerical staff members . . .
Specific Provisions or Practices
61,62. C u r r e n t w r i tte n jo b d e s c r ip tio n s f o r e a c h

5

4

3

2

1

are
should be x
5
4
3
2
1
(Check twice for each item)
are □
should be □

□
□

□
□

□
□

□
□

is □
should be □

□
□

□
□

□
□

□
□

65,66. P ro v is io n s f o r a t t e n d a n c e a t s e c r e ta r i a l/

are □
c le ric a l a s s o c ia tio n c o n f e r e n c e s /w o r k s h o p s should be □
w ith a d d itio n a l e x p e n s e a llo w a n c e . . .

□
□

□
□

□
□

□
□

67,68. P ro v is io n s f o r a t t e n d a n c e a t s e c r e ta r i a l/

are □
c le ric a l a s s o c ia tio n c o n f e r e n c e s /w o r k s h o p s should be □
d u r in g s c h o o l tim e w ith p a y . . .

□
□

□
□

□
□

□
□

69,70.

A p p r o p r ia te d is c ip lin a r y p r o c e d u r e s f o r d e a lare □
ing w ith in d iv id u a l s e c r e ta r ia l/c le r ic a l
should be □
s ta f f m e m b e r s in c o r r e c tin g p e r f o r m a n c e
p r o b le m s . . .

□
□

□
□

□
□

□
□

71,72.

A h a n d b o o k o r w o r k m a n u a l s p e c if ic a lly

□
□

□
□

□
□

□
□

s e c r e ta ria l/c le ric a l p o s itio n . . .

63,64. A w r i tte n p e r f o r m a n c e a p p r a is a l p la n ,
c o m p le t e w ith e v a lu a tio n f o r m s , f o r secr e ta r ia l/c le r ic a l s ta f f m e m b e r s . . .

|s □
p r e p a r e d f o r s e c r e ta ria l/c le ric a l s ta f f m e m - should be □
b ers . . .

192

5

4

3

2

1

73,74.

are
D istrict o r building, financially sup p o rted
and sponsored, inservice training p ro ­
should be
visions for secretarial/clerical personnel . . ■

□
□

□
□

□
□

□
□

□
□

75,76.

are
A d eq u ate e q u ip m e n t/fu rn itu re provisions
should
be
fo r secretarial/clerical personnel . . .

□
□

□
□

□
□

□
□

□
□

77,1Z.

A d eq u ate supplies/m aterials fo r secretarial/
are
sh o u ld be
clerical personnel . . .

□
□

□
□

□
□

□
□

□
□

79,80.

W ritten job classification/reclassification
procedures fo r secretarial/clerical pay
purposes . . .

are
should be

□
□

□
□

□
□

□
□

□
□

8 1,82.

J o b postings for new or vacated secretarial/
are
sh o u ld be
clerical p ositions . . .

□
□

□
□

□
□

□
□

□
□

8 3,84.

Provisions fo r personal c o m fo rt and privacy
are
sh o u ld be
during w ork breaks . . .

□
□

□
□

□
□

□
□

□
□

8 5,86.

are
R eco g n itio n /co m m en d atio n provisions fo r
w ork o f secretarial/clerical personnel . . . should be

□
□

□
□

□
□

□
□

□
□

87,88.

Paid sick leave allow ance for secretarial/
clerical personnel . . .

is
sh o u ld be

□
□

□
□

□
□

□
□

□
□

89,90.

Form al screening/testing procedures p rio r to
are
should be
hiring secretarial/clerical personnel . . .

□
□

□
□

□
□

□
□

□
□

91,92.

Paid vacation allow ance for secretarial/
clerical personnel . . .

is
should be

□
□

□
□

□
□

□
□

□
□

93,94.

Paid insurance benefits fo r secretarial/
clerical personnel . . .

are
sh o u ld be

□
□

□
□

□
□

□
□

□
□

Published grievance procedures fo r secre­
tarial/clerical personnel . . .

sh o u ld be

□
□

□
□

□
□

□
□

□
□

□
□

□

□

sh o u ld be

□

□

□
□

□
□

99,100. Career and personal counseling services fo r
are
secretarial/clerical staff . . .
should be

□
□

□
□

□
□

□
□

□
□

are

□
□

□
□

□

□

□

□

□

□

95,96.

97,98.

O vertim e pay provisions fo r secretarial/
clerical personnel (m ore th a n regular
hourly rate) . . .

101,102. Professional p u blications fo r secretarial/
clerical personnel . . .

are

are

sh o u ld be

193

5
103,104.

4

3

□

□
□

□

□

□

□

□

2

1

Provisions fo r secretarial/clerical staff
m em bers to have free use o f special
school facilities such as library, gym ­
nasium , sw im m ing pool, etc. . . .

are
should be

Periodic m eetings w ith th e principal and
e n tire secretarial/clerical staff . . .

are □
should be □

□

□

□

□

□

□

□

□

107,108.

School a c tiv ity /a th le tic passes fo r secre­
tarial/clerical staff m em bers . . .

are □
should be □

□
□

□
□

□
□

□
□

109,110.

C onvenient, c o m fo rta b le office spaces/
w ork statio n s fo r secretarial/clerical p er­
sonnel . . .

are
sh o u ld be

□

□
□

□
□

□
□

□
□

105,106.

COMMENTS:

D
□

□

194

SECTION D
Specific Inservice Training Activities
for
Principals and Secretaries
Instructions:
Listed in this section are fifteen (15) inservice training activities which might be help­
ful to both principals and secretaries. Using the following response alternatives, please
select tw o choices for each item. The first response is your candid and thoughtful assess­
m ent as to the value or need of the inservice activity for the principal. The second response
is your candid and thoughtful assessment as to the value or need of the inservice activity
for the secretary.
5
4
3
2
1
0

-

Of great value or need
Of much value or need
Of uncertain value or need
Of little value or need
Of no value or need
Unable to respond

Exam ple: (The respondent below has indicated th at
th e inservice activity would be of great value or need
for th e principal b u t of no value, nor need, for the
secretary.)

000. Driver education

For Prin.
For Secy.

.

4

Would Be
3
2

1

x

Would Be

For This Principal and This Secretary,
Specific Inservice Training in:
,1

5

5

4
1
3
2
(C h e c k tw ic e f o r e a c h ite m )

0

. . . o f fic e m a n a g e m e n t p r in c ip le s
a n d skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

1 1 3 ,1 1 4 .

. . . p e rs o n a l o r g a n iz a tio n a n d
p la n n in g sk ills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

1 1 5 ,1 1 6 .

. . . h u m a n r e la tio n s skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

117,118.

. . . d e le g a tin g ta s k s a n d a u t h o r i t y .

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

119,120.

. . . in te r p e r s o n a l c o m m u n ic a ti o n
skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

1 1 1

1 2

195

5

4

3

2

1

0

121,122.

. . . business letter writing.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
n

□
□

123,124.

. . . formal report writing.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

125,126.

. . . giving dictation (for principal)
. . . taking dictation (for secretary)

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

127,128.

. . . basic accounting/fiscal m an­
agem ent principles

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

129,130.

. . . stress m anagem ent skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

131,132.

. . . tim e m anagem ent skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□

□

□

□

Prin.
Secy.

□

□

□

□

□

□

□

□

□

□

□
□

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

133,134.

135,136.

. . . conflict m anagem ent skills.

. . . basic school law and legal brief­
ings on co u rt decisions, new laws.
etc.

137,138.

. . . effective use/coordination of
the secretarial/clerical staff.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

139,140.

. . . goal or task analysis, goal
setting/prioritizing

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

COMMENTS:

19 6

SECTION E
Job Satisfaction Index

Instructions:
Listed below are eighteen (18) statem ents about jobs. Using the following response
alternatives, please select th e one which best reflects your candid and thoughtful reaction
to each statem ent as it applies to your present position.
SA
A
U
D
SD

-

You STRONGLY AGREE with the statem ent
You AGREE with the statem ent
You are UNDECIDED w hether you agree or disagree w ith the statem ent
You DISAGREE w ith th e statem ent
You STRONGLY DISAGREE with th e statem ent

Exam ple: (The respondent below has indicated
agreem ent w ith th e statem ent.)

SA

SD

U

000. There are some conditions concerning
my job th a t could be improved
* 5

Statem ents A bout Jobs

SA

4

3

2

1

A

U

D

SD

(Check only once fo r each item)

141.

M y jo b is lik e a h o b b y t o m e .

□

□

□

□

□

142.

M y jo b is u s u a lly in te r e s tin g e n o u g h t o k e e p
m e f r o m g e ttin g b o r e d .

□

□

□

□

□

143.

It s e e m s t h a t m y f r ie n d s a r e m o r e in te r e s te d
in t h e ir jo b s .

□

□

□

□

□

144.

I c o n s id e r m y jo b r a t h e r u n p le a s a n t.

□

□

□

□

□

145.

I e n jo y m y w o r k m o r e th a n m y le is u re tim e .

□

□

□

□

□

146.

I a m o f te n b o r e d w ith m y jo b .

□

□

□

□

□

147.

I fe e l fa ir ly w ell s a tis f ie d w ith m y p r e s e n t jo b .

□

□

□

□

□

197

SA

A

U

D

SD

148.

M ost o f th e tim e I have to force m yself to go
to w ork.

□

□

□

□

□

149.

I am satisfied w ith m y job for th e tim e being.

□

□

□

□

'□

150.

I feel th a t m y job is no m ore interesting th an
o th e rs I could get.

□

□

□

□

□

151.

I d efin itely dislike m y w ork.

□

□

□

□

□

152.

I feel th a t I am happier in m y w ork th a n m ost
o th e r people.

□

□

□

□

□

153.

M ost days I am enthusiastic a b o u t my w ork.

□

□

□

□

□

154.

Each day of w ork seem s like it will never end.

□

□

□

□

□

155.

I like m y job b e tte r th a n th e average w orker
does.

□

□

□

□

□

156.

My job is p re tty uninteresting.

□

□

□

□

□

157.

I find real e n jo y m e n t in my w ork.

□

□

□

□

□

158.

I am disap p o in ted th a t I ever to o k th is job.

□

□

□

□

□

COMMENTS:

APPENDIX B
QUESTIONNAIRE TO SECRETARY

198

BIRMINGHAM
PUBLIC SCHOOLS

May 1 7 ,1 9 8 0

Dear S ecretary :
T h an k you fo r y o u r w illingness to p a rticip a te in a research s tu d y w hich focuses
on principals, th eir secretaries and related variables affecting a d m in istra to rs and
secretarial/clerical staff m em bers o f M ichigan's Class " A ” high schools. I am c o n fi­
d e n t th a t th e results can assist all w ho are interested in im proving o ffice o p eratio n s
and strengthening su p p o rt to th e to ta l educational program .
T h e enclosed q u estio n n aire has been carefully prepared follow ing critical
reviews b y secretaries, principals and others. I believe you will find th e d irectio n s .
clear and th e c o n te n ts interesting. It should o n ly require a b o u t th irty m inutes to
com plete.
Enclosed y o u will also find a sum m ary o f th e postal card in form ation as
prom ised in m y first lette r. T his lim ited in fo rm atio n is q u ite revealing and suggests
th e greater b e n e fits t o be derived from th e c o m p le te study.
Finally, I have enclosed tw o letters o f en d o rsem en t from professional associ­
atio n s indicating th e su p p o rt w hich has been ex ten d ed to th e research p ro ject. I
am hopeful th a t y o u r in terest and su p p o rt will be show n by com pleting and re­
tu rn in g th e q u estio n n aire by th e d a te o n th e cover sheet. A self-addressed, stam ped
envelope is enclosed fo r y o u r convenience.
T h an k y o u again fo r y o u r p articip atio n .
Sincerely,

R onald H. Rolph
D irector o f S econdary E ducation
Enclosure
P. S. Because responses o f m atched pairs of principals and secretaries are essential
to th is s tu d y , please encourage y o u r principal to retu rn th e q uestionnaire
as p ro m p tly as possible.

550

W.

MERRILL

BIRMINGHAM,

MICHIGAN

48012

PHONE

644-9300

199
aeS^5SS!S£52«5S5SaS5SS5SSfiS»SSSSSS5S«S£5£»S!S!fi^Si£iS5SS£«S^S5£^

A Q uestionnaire fo r High School Principals
and Their S e c re ta rie s
T his research q u estio n n aire has been designed to d eterm in e th e a ttitu d e s and
opinions o f selected Michigan high school principals and th e ir secretaries
relative to th e adequacy, value and provisions fo r effective use o f th e high
school secretarial/clerical staff. T here are five sections as indicated below :
S ection
S ection
S ection
S ection
S ection

A
B
C
D
E

Individual and School Inform ation
F o rty D escriptive S ta te m e n ts
Tw enty-five Provisions and Practices
F ifteen Inservice T raining A ctivities
Eighteen J o b S atisfaction S ta te m e n ts

T he e n tire qu estio n n aire will require a b o u t th irty m inutes to com plete.
Please consider th e follow ing:
•

Y our candid and th o u g h tfu l responses are needed. All questionnaires
will be handled w ith co m p lete c o n fid e n tia lity and no school or
individual responses will be released or identified in th e study.

•

A lthough th e principal and his o r her secretary will co m p lete th e
sam e qu estio n n aire, e x c ep t fo r S ection A, it is essential th a t each
one co m p lete th e q u estio n n aire individually and w ith o u t consul­
ta tio n .

•

T ry to c o m p lete th e qu estio n n aire w hen you have som e " q u ie t tim e "
and can give it careful co n sid eratio n . Y our tru e assessm ents are m ost
im p o rta n t to th e research results.

•

F or th e purposes o f th is stu d y , th e term " a d m in istra to rs" refers only
to th e high school principal and th e assistant o r vice principals.

•

F o r th e purposes o f th is stu d y , th e expression, "secretary to th e
prin cip al" refers to th e one secretary w ho m ost directly serves th e
principal.

•

F or th e purposes o f th is stu d y , th e expression, "secretarial/clerical
staff m em bers" refers to th o se persons em ployed in th e high school
to perform such office tasks as typing, filing, bookkeeping, record­
keeping, tele p h o n e/sw itc h b o a rd w ork, receptionist service and o th e r
general office assignm ents. Do n o t include or consider teach er aides,
p a re n t or stu d e n t volunteer helpers.

Please co m p lete th e q u estio n n aire and return it in th e enclosed envelope n o t
later th an May 30, 1980. If you have q u estions, you m ay tele p h o n e me a t
(313) 6 4 4 -9 3 0 0 , extension 259.
T hank you.
R onald H. Rolph

20 0

Q uestionnaire for the High School S e c re ta ry
SECTION A
Individual and School Information
1- ‘ High School

10.

How many years have you worked for your
present district, counting the current year?

11.

What were your reasons for taking this job?
(Check all items which apply.)

2. ’ District
3.

Grades in Your School, e.g. 10-11-12

4.

1979 Fourth Friday S tudent Enrollment of
Your High School

A.

□

B.

□

□

Female

C.

□

□

Male

D.

□

Sex:

during holiday periods and in the
summer
□
□

p
m

□

o
9.

E.

□

30 to 39

F.

□

40 to 49

G.

□

50 to 59

H.

□

60 or over

Education: (circle only one number
indicating the highest year completed)

I.

□

Jo b location

J.

□

Other (please specify)

A.

High School

9

10

B.

Business School

1

2

C.

Junior College

1

2

What are your major reasons for working?
(Check all items which apply)

D.

Four Year College
or University

1

2

A.

□

Personal or family support

Graduate School

1

2

B.

□

Extra spending money

C.

□

Want to be occupied, to keep busy

D.

□

Com munity service

E.

□

Enjoy working

F.

□

Other (please specify)

E.
8.

□

00
7.

Under 30

students
□

>

Age:

How many years have you worked in your
present position, counting the current year?

How many years have you worked for your
present principal, counting the current year?

*IMeeded only for purposes of identifying and accounting for questionnaire returns. Names
will not be used in identifying research data.

201

13.

17. Are you personally satisfied with the present
employee arrangement as indicated in no. 16?

How many adult secretarial and clerical persons
(including you) are employed in your school?
(Exclude student assistants and co-ops)

14

. How many of these adult employees are classi­
fied as

□

Yes

□

No

I I

Uncertain

full time

18. As the principal's secretary, do you also serve

part time
15.

16.

as an office manager, directing and coordinating
the work of other secretarial/clerical personnel?

How many students are employed to work in
the school as office co-ops?

19.

For the secretarial/clerical employees in your
district, please indicate whether there is:
A.

B.

C.

□

□

□

Yes

□

No

If your answer to question 18 is "yes," do you
receive additional compensation or benefits for
this responsibility?

An informal employee association
which is concerned with wages, hours
and working conditions.
A union association which is author­
ized to bargain for wages, hours and
working conditions.

□

20.

□

Yes

□

No

I I

Not applicable

Using the answer to question 13 above, please
use the table below to indicate the length of the
work year and work day for all adult secretarial/
clerical employees in your school. (Exclude
student assistants and co-ops.)

No employee association of any kind.

W ork Y ear an d W ork D ay fo r S ecretarial/C lerical S ta ff M em bers
'( E n t e r th e n u m b e r o f em p lo y e es w h o w o rk each c o m b in a tio n o f m o n th s an d hours)
H ours in W ork D ay

M o n th s in
W ork Y ear
»•*

1

2

3

4

5

6

7

8

9

T otals

9
9 .5
10
10 .5
11
11 .5
12
T o ta ls

»-»*
G r.T otal

• F o r e x am p le: If tw o em p lo y e es w o rk 10 m o n th s , 8 h o u rs per d a y , e n te r " 2 " in th e b o x w h e re 10
an d 8 in te rse c t. If o n e em p lo y e e w o rk s 11 m o n th s , 8 h o u rs p er d a y , e n te r " 1 " in th e b o x w h e re 11
an d 8 in te rse c t. F o r p u rp o se s o f th is survey, please re p o rt th e h o u rs w o rk e d d u rin g th e school y e ar
w h e n s tu d e n ts are p re sen t.
•S p e c ify m o n th s fo r few er th a n n in e m o n th s .
• T h e to ta ls fro m th e row s and c o lu m n s sh o u ld b e equal and will re p re se n t th e grand to ta l o f a d u lt
sec re ta ria l/c le ric al w o rk e rs in y o u r sch o o l. T his to ta l should also agree w ith y o u r answ er to q u e stio n
no . 13.

202

SECTION

B

Descriptive Statements
Concerning the High School's
S ecretarial/C lerical Staff: Their Adequacy,
Value and Work Environment
,«SS£»S£«eS!SS!SSSS2S5SS!£5S!S£!£!£5£5£5S®SSS!£!S!SS©SS!S!S®S!S!SSSSie£!£5£5aaSSS£5S5a^^

Instructions:
Listed in this section are forty (40) descriptive statem ents. Using the following response
alternatives, please select the one which best reflects your candid and thoughtful assessment
of each descriptive statem ent, as it relates to your school and work situation.
SA
A
U
D
SD

-

You STRONGLY AGREE with th e statem ent
You AGREE with the statem ent m ost of the tim e
You are UNDECIDED w hether you agree or disagree with the statem ent
You DISAGREE with the statem ent m ost of the tim e
You STRONGLY DISAGREE with the statem ent

Example: (The respondent below has indicated
strong disagreement with the statement)

£A
5

0.

A
4

U
3

D
2

Secretarial/clerical staff mem bers should work six
days a week.

Descriptive Statem ents
21. Secretarial/clerical staff members are included in
some special activities with the faculty, e.g., holi­
day parties, bowling league, golf outings.
22. The present size secretarial/clerical w ork force
perm its perform ance of all essential tasks and
services.

SD
1

x
SA

A

□

□

U

□

D

SD

□

□

□

□

□

□

□

n

□

□

□

□

24. Job-related problem s or concerns expressed by
secretarial/clerical staff members receive prom pt
consideration by school adm inistrators.

□

□

□

□

□

25. Secretarial/clerical personnel have opportunities
to learn and try new things on the job.

□

□

□

□

□

□

O

□

□

□

23.

26.

A dm inistrators never ask, nor expect, secretarial/
clerical staff members to make decisions, com ­
plete tasks or assume responsibilities which ap­
propriately belong to adm inistrators.

A dm inistrators personally recognize and appre­
ciate the role and responsibilities of secretarial/
clerical personnel.

203

SA
27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

A

U

D

SD

Secretarial/clerical staff m em bers have good
skills in hum an relations.

CH

□

□

□

□

Secretarial/clerical personnel receive adm inis­
trativ e su p p o rt w hen c o n fro n te d w ith d ifficu lt
tea c h e r situations.

□

□

□

□

□

S ecretarial/clerical related w ork activities and
tasks are periodically analyzed to d e te rm in e
th e ir im portance, value and need fo r c o n tin ­
uatio n o r revision, e.g., value o r need fo r a p ar­
tic u la r rep o rt; revision o f a p articu lar form o r
procedure.

□

□

□

□

□

S ecretarial/clerical personnel perform vital su p p o rt
services to th e ed ucational program .

□

□

□

□

□

T he w ork loads of secretarial/clerical sta ff m em bers
in th is school are reasonable and m anageable.

□

□

□

□

□

S ecretarial/clerical personnel are in stru cted how to
respond to various em ergency situations, e.g., how
to handle a " b o m b c all."

□

□

□

□

□

S ecretarial/clerical staff m em bers are a p p ro p riate ly
paid fo r th e services th e y render.

□

□

O

□

□

S ecretarial/clerical personnel are k e p t inform ed o f
school activities, policies and o p e ra tio n s w hich in­
volve or affe c t th em .

□

□

I I I

Secretarial/clerical personnel have o p p o rtu n itie s
to do challenging and interesting things.

□

□

Q

Q

□

S ecretarial/clerical staff m em bers receive express­
ions o f goodwill or app reciatio n from adm inis­
tra to rs on special occasions, e.g., birth d ay s, holi­
days, N ational S ecretaries W eek.

□

□

□

□

□

S ecretarial/clerical staff m em bers d e m o n stra te
good filing and record-keeping skills.

□

□

□

□

□

S ecretarial/clerical personnel receive ad m in istra­
tive su p p o rt w hen c o n fro n te d w ith d iffic u lt s tu d e n t
situations.

□

□

□

□

□

Secretarial/clerical staff m em bers are occasionally
" p o o le d " to handle specific jobs or special w ork
loads of th e school as a w hole.

□

□

□

□

□

Secretarial/clerical personnel are loyal em ployees.

□

□

□

□

□

I I

I

204

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

SA

A

U

D

SD

It is unnecessary to acquire additional secretarial/
clerical personnel (o th er th a n those assigned to th e
school) to m eet special needs o r peak w ork periods.

□

□

Q

□

□

S ecretarial/clerical staff m em bers receive co m p lete
d ire c tio n s w hen assigned new or com plex tasks.

□

□

□

□

□

T he secretarial/clerical job classification arrange­
m en t in th is school (for pay purposes) reflects
fairly th e corresponding differences in positions
as to w ork loads, skills and responsibilities.

□

Q

□

O

O

Secretarial/clerical sta ff m em bers are asked for
th e ir ideas and advice regarding problem s w hich
ad m in istra to rs face, e.g., stu d e n t, p a re n t o r staff
problem s.

□

□

□

□

□

Secretarial/clerical staff m em bers have o p p o r­
tu n itie s to plan and organize th e ir ow n w o rk .

□

□

□

□

□

Secretarial/clerical sta ff m em bers are k e p t in­
form ed as to a d m in istra to rs' w h e re ab o u ts w hen
th e y leave th e office o r school.

□

□

n

□

□

Secretarial/clerical personnel have good te le p h o n e /
sw itch b o ard skills.

□

Secretarial/clerical personnel receive ad m in istra­
tive su p p o rt w hen c o n fro n te d w ith d iffic u lt p a re n t
situations.

□

□

□

□

□

T he skills and abilities o f secretarial/clerical staff
m em bers are effectively used by adm in istrato rs,
m inim izing th e ir ow n tim e and involvem ent w ith
pap er w ork o r tasks w hich can be d o n e effectively
by secretarial/clerical staff m em bers.

□

□

□

□

□

Secretarial/clerical personnel perform valuable roles
in sc h o o l/c o m m u n ity relations.
□

□

□

Q

□

T he p resen t size secretarial/clerical w ork force
allow s all w ork to be accom plished w ith m inim al
w ork-related stress.

□

□

□

□

□

C onsistent channels o f co m m u n icatio n and super­
vision are utilized in d irecting th e w ork o f secre­
tarial/clerical personnel.

□

□

□

O

□

•

□

□

□

□

205

.
53.

54.

55.

56.

57.

58.

59.

60.

SA

A

U

D

SD

T h e w ork load fo r secretarial/clerical personnel in
th is building is d istrib u ted fairly.

□

□

□

□

□

S ecretarial/clerical staff m em bers are asked to help
plan/evaluate/revise activities o r program s which
involve th eir services.

d

d

□

□

□

S ecretarial/clerical staff m em bers enjoy harm ony
and com panionship w ith one a n o th e r.

C

O

□

□

□

T h e ideas and suggestions o f secretarial/clerical
sta ff m em bers to im prove th e school office o p e r­
atio n s are solicited and utilized.

□

D

□

□

□

S ecretarial/clerical sta ff m em bers (w here required
o r needed) have good m achine and stenographic
skills, e.g., typing, taking d ic ta tio n , etc.

Q

□

□

O

□

S ecretarial/clerical personnel receive adm inis­
tra tiv e su p p o rt w hen c o n fro n ted w ith difficult
custodial sta ff situations.

□

□

□

□

□

A d m in istrato rs plan w ork in advance, w ith d ead ­
lines w hich avoid unnecessary confusion or "crash
p ro je c ts."

□

□

□

□

□

Secretarial/clerical personnel are hard-w orking
em ployees.

□

□

□

□

□

COMMENTS:

206

SECTION C
Specific Provisions and Practices
to Promote Effective Use of
High School S ecretarial/C lerical Personnel
Instructions:
Listed in this section are twenty-five (25) specific provisions and practices. Using the
following response alternatives, please select tw o choices for each provision or practice.
The first response is your candid and thoughtful assessment as to w hat now exists in your
school. The second response is your candid and thoughtful assessment of w hat should exist,
5
4
3
2
1

-

Com pletely implem ented or provided.
Implemented or provided to a high degree.
Implemented or provided to a m oderate degree.
Implemented or provided to a low degree.
N onexistent or not provided

E xam ple: (T he re sp o n d e n t b elow h as in d icated th a t th e
th e p rovision is im p le m en te d to a m o d e ra te deg ree and

also indicated that it should be completely im plem ented.)

0,00. Paid retirem ent benefits for secretarial/
clerical staff mem bers . . .
Specific Provisions o r Practices

61,62. Current w ritten job descriptions for each
secretarial/clerical position . . .

63,64. A w ritten perform ance appraisal plan,

com plete with evaluation forms, for secretarial/clerical staff members . . .

5

4

are
should be x

3

x

5
4
3
2
1
(Check twice for each item)
are □
should be □

□
□

□
□

□
□

□
□

is □
should be □

□
□

□
□

□

□

□
□

□

□

□

□

□

□

□

□

D

□

□
□

□
□

□
□

65,66. Provisions for attendance at secretarial/

are □
clerical association conferences/w orkshops should be I I
w ith additional expense allowance . . .

are □
67,68. Provisions for attendance at secretarial/
clerical association conferences/w orkshops should be □
during school tim e w ith pay . . .

69,70.

A ppropriate disciplinary procedures for dealare □
ing with individual secretarial/clerical
should be I I
staff members in correcting perform ance
p ro b le m s. . .

□
□

□
□

□
□

□
□

71,72.

A handbook or work manual specifically
jS □
prepared for secretarial/clerical staff mem- should be □
bers . . .

□
□

□

□
□

□

□

□

207
5

4

3

2

1

7 3 ,7 4 .

are
D istrict o r building, financially su p p o rted
and sponsored, insen/ice training p ro ­
should be
visions fo r secretarial/clerical personnel . . •

□
□

□
□

□
□

□
□

□
□

75 ,7 6 .

are
A d e q u a te e q u ip m e n t/fu rn itu re provisions
should be
fo r secretarial/clerical personnel . . .

□
□

□
□

□
□

□
□

□
□

77,78.

A d eq u ate supplies/m aterials fo r secretarial/
are
should be
clerical personnel . . .

□
□

□
□

□
□

□
□

□
□

79 ,8 0 .

W ritten job classification/reclassification
procedures fo r secretarial/clerical pay
p u rp o se s. . .

are
should be

□
□

□
□

□
□

□
□

□
□

8 1 ,8 2 .

J o b postings fo r new or vacated secretarial/
are
should be
clerical positions . . .

□
□

□
□

□
□

□
□

□
□

83 ,8 4 .

Provisions for personal c o m fo rt and privacy
are
should be
during w ork breaks . . .

□
□

□
□

□
□

□
□

□
□

8 5 ,8 6 .

are
R e c o g n itio n /co m m en d atio n provisions for
should
be
w ork o f secretarial/clerical personnel . . .

□
□

□
□

□
□

□
□

87 ,8 8 .

Paid sick leave allow ance fo r secretarial/
clerical personnel . . .

is
should be

□
□

□
□

□
□

□
□

□
□

8 9 ,9 0 .

Form al screening/testing pro ced u res p rio r to
are
should be
hiring secretarial/clerical personnel . . .

□
□

□
□

□
□

□
□

□
□

9 1 ,9 2 .

Paid vacation allow ance fo r secretarial/
clerical personnel . . .

is
should be

□
□

□
□

□
□

□
□

□
□

93 ,9 4 .

Paid insurance b en efits fo r secretarial/
clerical personnel . . .

are
should be

□
□

□
□

□
□

□
□

□

Published grievance pro ced u res fo r secre­
tarial/clerical personnel . . .

should be

□
□

□
□

□
□

□
□

□
□

should be

□
□

□
□

□
□

□
□

□
□

are
9 9 ,1 0 0 . C areer and personal counseling services fo r
should be
secretarial/clerical sta ff . . .

□
□

□
□

□
□

□
□

□
□

are

□
□

□
□

□
□

□
□

□
□

9 5 ,9 6 .

97 ,9 8 .

O vertim e pay provisions fo r secretarial/
clerical personnel (m ore th an regular
h o urly rate) . . .

101,102. Professional p u b licatio n s fo r secretarial/
clerical personnel . . .

are

are

should be

'

□
□

208

5

4

3

2

1

103,104.

Provisions fo r secretarial/clerical staff
m em bers to have free use o f special
school facilities such as library, gym ­
nasium , sw im m ing pool, etc. . . .

are
should be

□
□

□
□

□
□

□
□

□
□

105,106.

Periodic m eetings w ith th e principal and
en tire secretarial/clerical sta ff . . .

are □
should be □

□
□

□
□

□
□

□
□

107,108.

School a c tiv ity /a th le tic passes fo r secre­
tarial/clerical sta ff m em bers . . .

. are □
should be □

□
□

□
□

□
□

□
□

109,110.

C onvenient, c o m fo rta b le o ffice spaces/
w ork statio n s for secretarial/clerical per­
sonnel . . .

are □
should be □

□
□

□
□

□
□

□
□

COM MENTS:

209

SECTION D
Specific Inservice Training Activities
for
Principals and Secretaries
^S«S£a£S5S 5£^»S!S 5£^£J£5£® £® S® S«£«£5S !S!S 5SS® £S £S® S ® SS® S SS ® SSS !SS S!S® S S£S 5SX 5£S »SS 5£!£«S^^

Instructions:
Listed in this section are fifteen (15) inservice training activities which m ight be help­
ful to both principals and secretaries. Using the following response alternatives, please
select tw o choices for each item. The first response is your candid and thoughtful assess­
m ent as to the value or need of the inservice activity for th e principal. The second response
is your candid and thoughtful assessment as to the value or need of the inservice activity
for the secretary.
5
4
3
2
1
0

-

Of great value or need
Of much value or need
Of uncertain value or need
Of little value or need
Of no value or need
Unable to respond

Example: (The respondent below has indicated that
the inservice activity would be of great value or need
for the principal but of no value, nor need, for the
secretary.)

000. Driver education

Would Be
3
2

For Prin.
For Secy.
Would Be

For This Principal and This Secretary,
Specific Inservice Training in:

5

4
1
3
2
(Check tw ice for each item)

0

111,112.

. . . office m anagement principles
and skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

113,114.

. . . personal organization and
planning skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

115,116.

. . . human relations skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

117,118.

. . . delegating tasks and authority.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

119,120.

. . . interpersonal com m unication
skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

210

5

4

3

2

1

0

121,122.

. . . business letter writing.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

123,124.

. . . form al rep o rt writing.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

125,126.

. . . giving dictation (for principal)
. . . taking dictation (for secretary)

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

127,128.

. . . basic accounting/fiscal m an­
agem ent principles

Prin.
Secy.

□
□

□
□

□
□

□
.□

□
□

□
□

129,130.

. . . stress m anagem ent skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

131,132.

. . . tim e m anagem ent skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

133,134.

. . . conflict m anagem ent skills.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

135,136.

. . . basic school law and legal brief­
ings on c o u rt decisions, new laws,
etc.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

137,138.

. . . effective use/coordination of
th e secretarial/clerical staff.

Prin.
Secy.

□
□

□
□

□
□

□
□

□
□

□
□

139,140.

. . . goal or task analysis, goal
setting/prioritizing

Prin.
Secy.

□
□

□
□

□
□

□
□

n
□

□
□

COMMENTS:

211

SECTION E
Job Satisfaction Index

Instructions:
Listed below are eighteen (18) statem ents about jobs. Using the following response
alternatives, please select th e one which best reflects your candid and thoughtful reaction
to each statem ent as it applies to your present position.
SA
A
U
D
SD

-

You
You
You
You
You

STRONGLY AGREE with the statem ent
AGREE with the statem ent
are UNDECIDED w hether you agree or disagree with the statem ent
DISAGREE with th e statem ent
STRONGLY DISAGREE with the statem ent

E xam ple: (T he re sp o n d e n t b elow has ind icated
a g reem en t w ith th e sta te m e n t.)

SD

U

SA

000. There are some conditions concerning
my job th a t could be improved
* 5
Statem ents A bout Jobs

SA

4

3

2

1

A

U

D

SD

(Check only once for each item)

141.

My job is like a h ob b y to m e.

□

□

□

□

□

142.

My job is usually interesting enough to keep
m e from getting bored.

□

□

□

□

□

143.

It seem s that m y friends are m ore interested
in their jobs.

□

□

□

□

□

144.

I consider m y job rather unpleasant.

□

□

□

□

□

145.

I en joy m y w ork m ore than m y leisure tim e.

□

□

□

□

□

146.

I am often bored w ith m y job.

□

□

□

□

□

147.

I feel fairly w ell satisfied w ith m y present job.

□

□

□

□

□

212

SA

A

u

D

SD

148.

Most o f th e tim e I have to force m yself to go
to w ork.

□

□

□

□

□

149.

I am satisfied w ith my job fo r th e tim e being.

□

□

□

□

□

150.

I feel th a t my job is no m ore interesting th an
o th e rs I could get.

□

□

□

□

□

151.

I defin itely dislike my w ork.

□

□

□

□

□

152.

I feel th a t I am hap p ier in m y w ork th a n m ost
o th e r people.

□

□

□

□

□

153.

M ost days I am en th u siastic a b o u t m y w ork.

□

□

□

□

□

154.

Each day o f w ork seem s like it will never end.

□

n

□

□

□

155.

I like m y job b e tte r th a n th e average w orker

□

□

□

□

□

d o es.
156.

M y job is p r etty u n in terestin g .

□

□

□

□

□

157.

I fin d real e n jo y m e n t in m y w ork .

□

□

□

□

□

158.

I am d isa p p o in ted th a t I ever to o k th is jo b .

□

□

□

□

□

C O M M E N T S:

APPENDIX C
FIRST LETTER TO PRINCIPALS AND SECRETARIES
WITH POSTAL CARD

213

May 3, 1980
Dear Principal and S e c re tary :
Y ou have been ran d o m ly selected to share in a fre e in fo rm a tio n service
involving a p p ro x im ate ly o n e h u n d red M ichigan Class " B " high schools. In retu rn ,
I am h opeful th a t b o th o f y o u , principal and se cre ta ry , will agree to c o n trib u te
a b o u t th irty m in u tes to an im p o rta n t research stu d y relative to th e high school
secretarial/clerical staff.
Have you w o n d e re d how th e size o f y o u r secretarial/clerical sta ff com pares
w ith t h a t o f o th e r large high schools in M ichigan? By co m p letin g and retu rn in g
th e enclosed postal card , y o u will enable m e to co m p ile th e in fo rm a tio n fo r ail
p a rticip a tin g schools and re tu rn it to y o u w ith in tw o w eeks. P erhaps it will be
valuable in fo rm a tio n if you feel u n d e rsta ffe d and have a need to " n e g o tia te ” fo r
m ore secretarial/clerical staff. If you d o n o t have th is need, y o u r in fo rm a tio n can
be very helpful to o th e r high school principals. T his free service will be provided
w h e th e r or n o t you agree to p a rtic ip a te in th e larger research stu d y . Please c o m ­
p le te a n d retu rn th e card to d a y .
if y o u agree to p a rtic ip a te in th e research stu d y , a q u e stio n n a ire will be sent
to each of you w hen I re tu rn th e sum m ary o f postal card in fo rm a tio n o n staffing.
T o assist you in m aking a decision, I have enclosed a sh e et w ith a few o f th e
q u e stio n s w hich will be th e fo cu s o f th e larger s tu d y . A lso, please n o te th e d e fin i­
tio n o f term s b e fo re co m p letin g th e postal card. In o rd e r to p a rtic ip a te in th e
research s tu d y , it is necessary th a t I have responses from pairs o f principals and
secretaries. For th a t reason, I d o h o p e th a t each o f y o u will agree to p a rticip a te .
T he q u e stio n n a ire will o nly require a b o u t th ir ty m in u tes of y o u r tim e. O f course,
all responses will be stric tly c o n fid e n tia l and nam es will n o t be used in id en tify in g
research data.
Until recen tly I w as principal o f a large Class " A " high school fo r nearly ten
years. D uring th a t tim e I becam e convinced th a t th e to p ic o f secretarial/clerical
staffin g in M ichigan high schools w a rra n ts a careful stu d y , exam ining, am ong o th ers,
th e q u e stio n s on th e a tta c h e d sh eet. F o r t h a t reason, I selected it as m y Ph.D .
d isse rta tio n stu d y a t M ichigan S ta te U niversity.
I h o p e to receive y o u r postal card w ith in a few days. T h a n k you fo r y o u r
th o u g h tfu l c o n sid e ratio n .
Sincerely,

R onald H. R olph
D irecto r of S eco n d ary E d u catio n
B irm ingham Public Schools
Enclosures:
Q u estio n s and D efinitions
Postal Card

214

SOME RESEARCH Q U ESTIO N S O F THE SE C R E T A R IA L /C L E R IC A L S T A F F STUDY
1.

How do M ichigan Class " A " and Class " B " high schools com pare in term s of
secretarial/clerical staff su pport?

2.

In th e opinions o f principals and secretaries, is th e secretarial/clerical staffing level
ad eq u ate?

3.

In view o f selected provisions and practices, are existing secretarial/clerical staff
m em bers being effectively used?

4.

How do principals and th eir secretaries co m p are on a m easure o f job satisfaction?

5.

How do principals and secretaries com pare in th e ir needs fo r selected inservice
activities?

6.

Do variables such as school location, school size, school a c cred itatio n , secretarial/
clerical em ployee bargaining statu s relate to size o f staff?

7.

In th e opin io n s o f principals and secretaries, how satisfied, effective and c o m p e te n t
are high school secretarial/clerical staff m em bers?
. D E FIN IT IO N O F TERM S

Secretarial/C lerical S ta ff M em ber: A secretarial/clerical sta ff m em ber is a non-certificated school em ployee w ho engages in such tasks as ty p in g , filing, bookkeeping, record
keeping, te le p h o n e/sw itc h b o a rd w ork, recep tio n ist service, and general office w o rk , all
fo r d ire c t service to th e educational office fu n ctio n s of th e high school.
S ecretary: T he secretary is th e on e n o n-certificated em ployee prim arily designated to
provide th e secretarial/clerical service to th e building principal.
Full-tim e E quivalency (FTE) o f Secretarial/C lerical S ta ff: F o r purposes o f th e postal
card survey, re p o rt o nly a d u lt full-tim e and p art-tim e secretarial/clerical staff m em bers.
Do n o t c o u n t te a c h e r aides, stu d e n t co-ops, or p a re n t/s tu d e n t volunteers. Finally,
consider only th e hours and m o n th s w hich secretarial/clerical staff m em bers w ork during
th e school year. T his is norm ally a b o u t 9 .5 m o n th s, eight hours p er d ay. T herefore,
you should c o u n t " 1 " fo r each ad u lt staff m em ber w ho w orks a t least 9.5 m onths, eight
hours per day. If, how ever, som eone w orks o n ly fo u r hours per day, b u t is an a d u lt
em ployee, c o u n t .5 fo r FTE. Do n o t c o u n t an y o n e w ho is " h o u se d " in y o u r school
b u t w ho does n o t serve th e high school. W ith these general guidelines, be as accu rate as
you can in rep o rtin g th e FTE of y o u r high school secretarial/clerical staff.

PLEASE TELEPH O N E IF YOU H A VE Q U ESTIO N S
R onald H. R olph
(313) 6 4 4 -9 3 0 0 , E xt. 259

215

(Please ty p e o r print)

D istrict Nam e: ____________________________________________________________________
High School Nam e: ________________________________________________________________
G rades in Y our High S chool, e.g., 10, 11, 12: ___________________ ___________________
Official 1979 F o u rth Friday E n ro llm en t of Y our High S c h o o l:______________________
Full-tim e E quivalency (FTE) o f High S ch o o l's Secretarial/C lerical S ta ff (See
d e fin itio n o f term s before c o m p le tin g ): _____________________________________________

If th e principal and secretary will b o th p a rticip a te in th e research q u estionnaire,
please check here: ___________
C om m ents:
T o get free in fo rm a tio n , please c o m p le te and mail b efo re Ju n e 2 ,1 9 8 0

R onald H. R olph
D irector o f S eco n d ary E ducation
B irm ingham Public Schools
5 5 0 W est Merrill S tre e t
B irm ingham , M ichigan 4 8 0 1 2

APPENDIX D
FOLLOW-UP LETTERS TO PRINCIPALS AND SECRETARIES

216

BIRMINGHAM
PUBLIC SCHOOLS

J u n e 18 , 1980

Dear P r i n c i p a l :
A l l o f us a r e b u s i e r t h e s e days t h a n we s h o u l d b e , and mo st o f us
have a h a r d t i m e k e e p i n g a b r e a s t o f t h o s e o b l i g a t i o n s w hi ch a r e e s s e n t i a l
and r e q u i r e d .
I know how t h e l i t t l e e x t r a s sometimes r e c e i v e o u r b e s t
i n t e n t i o n s , b u t when i t comes t o t h e r e a l i t y o f f u l f i l l i n g t h o s e i n t e n ­
t i o n s , i t i s very d i f f i c u l t to f in d th e tim e.
From t h e q u e s t i o n n a i r e which r e a c h e d y o u — I h o p e — a b o u t t h r e e weeks
a g o , I hav e had no r e p l y .
I a p p r e c i a t e your w illin g n e s s to p a r t i c i p a t e in
t h e r e s e a r c h p r o j e c t b u t I do nee d y o u r r e s p o n s e v e r y s o o n .
Could yo u com­
p l e t e and m a il i t w i t h i n t h e n e x t f i v e d a y s ? I f yo u m i s l a i d t h e q u e s t i o n ­
n a i r e , o r i f i t m i s c a r r i e d i n t h e m a i l , p l e a s e t e l e p h o n e me c o l l e c t a t
(313) 6 4 4 - 9 3 0 0 , e x t e n s i o n 2 59 , and I w i l l g l a d l y p u t a n o t h e r i n t h e m a i l .
D o n ' t l e t t h e number o f pa g e s d e l a y y o u .
The s u r v e y d o es t a k e l e s s t h a n
t h i r t y m i n u t e s t o c o m p l e t e and I am q u i t e c e r t a i n y o u w i l l f i n d i t e a s y
and i n t e r e s t i n g .
P l e a s e t r y t o f i n d some t i m e i n y o u r bus y s c h e d u l e t o
c o m p l e t e t h e s u r v e y and d r o p i t i n t h e n e a r e s t p o s t a l box.
F o r y o u r u s e , I am e n c l o s i n g t h e mo st r e c e n t summary o f t h e p o s t a l
c a r d s u r v e y i n f o r m a t i o n from p a r t i c i p a t i n g s c h o o l s .
Most a r e a l s o com­
p l e t i n g t h e r e s e a r c h q u e s t i o n n a i r e , a d d i n g comments o f i n t e r e s t and
support f o r the study.
I hope t o i n c l u d e y o u r q u e s t i o n n a i r e d a t a i n t h e
f in a l study.
Thanks f o r y o u r cons ■(d era ti on and p a r t i c i p a t i o n .
S incerely,

Ronald H. Rolph
D i r e c t o r o f Secondary Education

Enclosure

550

w .

MERRILL

BIRMINGHAM,

MICHIGAN

48012

PHONE

544-9300

217

BIRMINGHAM
PUBLIC SCHOOLS

June

1980

Dear P r i n c i p a l ,
C o n g r a t u l a t i o n s on t h e s u c c e s s f u l c l o s i n g o f a n o t h e r s c h o o l y e a r !
I
t r u s t t h a t i t was a good one and t h a t by t h i s t i m e t h e d u s t i s b e g i n n i n g t o
settle.
I am s t i l l h o p e f u l t h a t you w i l l be a b l e t o c o m p l e t e t h e q u e s t i o n n a i r e
d e a l i n g w i t h h i g h s c h o o l p r i n c i p a l s and t h e i r s e c r e t a r i e s .
Over 70% o f t h e
s e l e c t e d p a r t i c i p a n t s have a l r e a d y r e s p o n d e d and I v e r y much would l i k e t o
include your q u e s tio n n a ire in p u t w ith th e f in a l a n a l y s i s .
I f you m i s l a i d
t h e q u e s t i o n n a i r e , o r i f i t m i s c a r r i e d i n t h e m a i l , p l e a s e t e l e p h o n e me
c o l l e c t a t ( 313 ) 6 4 4 - 9 3 0 0 , e x t e n s i o n 2 5 9 , and I w i l l g l a d l y s e n d a n o t h e r .
Now t h a t t h e s l o w e r p a c e o f t h e summer weeks i s h e r e , w o n ' t you t r y t o
f i n d t h i r t y m inutes t o p a r t i c i p a t e in t h i s im p o rta n t stu d y ?
I w ill deeply
a p p r e c i a t e and v a l u e y o u r r e s p o n s e .
S incerely,

Ronald H. Rolph
D i r e c t o r o f Secondary Education

P.S.

550

W.

Have a g r e a t summer and a w e l l e a r n e d v a c a t i o n , when you g e t t o i t .

MERRILL

BIRMINGHAM,

MICHIGAN

48012

PHONE

644-9300

218

BIRMINGHAM
PUBLIC SCHOOLS

J u n e 18, 1980

Dear S e c r e t a r y :
A ll o f us a r e b u s i e r t h e s e d ays t h a n we s h o u l d b e , and mo st o f us hav e
a h a r d t i m e k e e p i n g a b r e a s t o f t h o s e o b l i g a t i o n s which a r e e s s e n t i a l and
required.
I know how t h e l i t t l e e x t r a s some time s r e c e i v e o u r b e s t i n t e n ­
t i o n s , b u t when i t comes t o t h e r e a l i t y o f f u l f i l l i n g t h o s e i n t e n t i o n s , i t
i s very d i f f i c u l t t o f i n d th e tim e.
From t h e q u e s t i o n n a i r e which r e a c h e d y o u — I ho p e— a b o u t t h r e e weeks
ago., I have had no r e p l y .
I a p p r e c i a t e y o u r w i l l i n g n e s s to p a r t i c i p a t e in
t h e r e s e a r c h p r o j e c t b u t I do n e e d y o u r r e s p o n s e v e r y s o o n .
Could you com­
p l e t e and m a il i t w i t h i n t h e n e x t f i v e d a y s ? I f yo u m i s l a i d t h e q u e s t i o n ­
n a i r e , o r i f i t m i s c a r r i e d i n t h e m a i l , p l e a s e t e l e p h o n e me c o l l e c t a t
(3 13) 6 4 4 - 9 3 0 0 , e x t e n s i o n 2 5 9, and I w i l l g l a d l y p u t a n o t h e r i n t h e m a i l .
D o n ' t l e t t h e number o f p ag es d e l a y y o u .
The s u r v e y d oes t a k e l e s s t h a n
t h i r t y m i n u t e s t o c o m p l e t e and I am q u i t e c e r t a i n you w i l l f i n d i t e a s y
and i n t e r e s t i n g .
P l e a s e t r y t o f i n d some t i m e in y o u r b us y s c h e d u l e t o
c o m p l e t e t h e s u r v e y and d r o p i t i n t h e n e a r e s t p o s t a l box.
Fo r y o u r u s e , I am e n c l o s i n g t h e mo st r e c e n t summary o f t h e p o s t a l c a r d
s u r v e y i n f o r m a t i o n from p a r t i c i p a t i n g s c h o o l s .
Most a r e a l s o c o m p l e t i n g
t h e r e s e a r c h q u e s t i o n n a i r e , a d d i n g comments o f i n t e r e s t and s u p p o r t f o r t h e
study.
I hope t o i n c l u d e y o u r q u e s t i o n n a i r e d a t a i n t h e f i n a l s t u d y .
Thanks f o r y o u r c o n s i d e r a t i o n and p a r t i c i p a t i o n .
S incerely,

Ronal d H. Rolph
D i r e c t o r o f Secondary Education
Enclosure

sso

w.

MERRILL

BIRMINGHAM.

MICHIGAN

48012

PHONE

644-9300

219

BIRMINGHAM
PUBLIC SCHOOLS

June

1980

D ear S e c r e t a r y ,
C o n g r a t u l a t i o n s on t h e s u c c e s s f u l c l o s i n g o f a n o t h e r s c h o o l y e a r !
I
t r u s t t h a t i t was a good one and t h a t by t h i s t i m e t h e d u s t i s b e g i n n i n g
to s e t t l e .
I am s t i l l h o p e f u l t h a t you w i l l be a b l e t o c o m p l e t e t h e q u e s t i o n n a i r e
d e a l i n g w i t h h i g h s c h o o l p r i n c i p a l s and t h e i r s e c r e t a r i e s .
Over 70% o f t h e
s e l e c t e d p a r t i c i p a n t s hav e a l r e a d y r e s p o n d e d and I v e r y much would l i k e t o
include your q u e s tio n n a ire in p u t w ith th e f in a l a n a l y s i s .
I f you m i s l a i d
t h e q u e s t i o n n a i r e , o r i f i t m i s c a r r i e d i n t h e m a i l , p l e a s e t e l e p h o n e me
c o l l e c t a t (3 13 ) 6 4 4 - 9 3 0 0 , e x t e n s i o n 2 5 9 , and I w i l l g l a d l y s end a n o t h e r .
Now t h a t t h e s l o w e r p a c e o f t h e summer weeks i s h e r e , w o n ' t you t r y
to f i n d t h i r t y m inutes t o p a r t i c i p a t e in t h i s im p o rta n t s tu d y .
I w ill
d e e p l y a p p r e c i a t e and v a l u e y o u r r e s p o n s e .
S incerely

Ronal d H. Rolph
D i r e c t o r o f Secondary Education
P.S.

550

W.

Have a g r e a t summer and a w e l l e a r n e d v a c a t i o n , when you g e t t o i t .

MERRILL

BIRMINGHAM,

MICHIGAN

48012

PHONE

644-9300

APPENDIX E
LETTERS OF APPROVAL AND ENDORSEMENT

220

M I C H I G A N STATE U N I V E R S I T Y
EAST LANSING ■ MICHIGAN ' 48824

UNIVERSITY COMMITTEE ON RISHARC1I INVOLVING
HUMAN SUBJECTS (UCRIHS)
238 AOMINISTHATION BUILDING
1317) 333-2186

June 3 ,

1980

Mr. R o n a ld H. Rolph
B irm ingham P u b l i c S c h o o l s
550 W. M e r r i 11
B irm in g h a m , M ic h ig a n 480 12
D ear Mr. R o lp h :
S u b jec t:

P r o p o s a l E n t i t l e d " T h e A d e q u a c y O f, V a lu e O f, an d P r o v i s i o n s
F o r E f f e c t i v e Use o f S e c r e t a r i a l / C l e r i c a l S t a f f Members As
A s s e s s e d by S e l e c t e d M ic h ig a n P u b l i c High S ch ool P r i n c i p a l s
and S e c r e t a r i e s w ith I m p lic a ti o n s f o r T h e ir Job S a t i s f a c t i o n
an d I n s e r v i c e T r a i n i n g N ee d s"

T he a b o v e r e f e r e n c e d p r o j e c t w a s r e c e n t l y s u b m i t t e d f o r r e v i e w t o

t h e UCRIHS.

We a r e p l e a s e d t o a d v i s e t h a t t h e r i g h t s a n d w e l f a r e o f t h e human s u b j e c t s
a p p e a r t o be a d e q u a t e l y p r o t e c t e d and t h e C om m ittee, t h e r e f o r e , a p p r o v e d t h i s
p r o j e c t a t i t s m e e tin g on
J u n e 2 . 1S80________.
P r o je c t s in v o lv in g th e u se
o f human s u b j e c t s m u s t b e r e v i e w e d a t l e a s t a n n u a l l y .
I f y ou p l a n t o c o n t i n u e t h i s p r o j e c t b e y o n d o n e y e a r , p l e a s e make p r o v i s i o n s f o r
o b t a i n i n g a p p r o p r i a t e UCRIHS a p p r o v a l p r i o r t o t h e a n n i v e r s a r y d a t e n o t e d a b o v e .
T h a n k you f o r b r i n g i n g t h i s p r o j e c t t o o u r a t t e n t i o n .
f u t u r e h e l p , p l e a s e do n o t
h e s i t a t e t o l e t u s know.

Si n c e r e l y ,

H e n r y E. B r e d e c k
C h a i r m a n , UCRIHS
HEB/jm s
cc:

D r.

Samuel A. M oore,

II

I f we c a n

be

o f any

221

• SCRVICf

N atio n al A ssociation of Educational O ffice Personnel
1801 N orth M oore S tr e e t • A rlington, V irginia 22209

iNfownow ■

703/528-4400

Allied w ith A m erican A sso c ia tio n of S c h o o l A d m in istra to rs
R eply to:

K ings M ountain S c h o o ls , P. o . Box 192, K ings M ountain, M. C. 28036

A p r il 30, 1980

Mr. Ronald H. R olph
D ir e c to r o f Secondairy E du ca tio n
Birmingham P u b lic S c h o o ls
550 W. M e r r ill S t r e e t
Birm ingham , M ichigan 48012
Dear Mr. R olph:
I h a ve s tu d ie d y o u r d o c to r a l d i s s e r t a t i o n p ro p o sa l and p r e s e n te d
i t to th e Board o f D ir e c to r s on A p r il 22, 1980. S e v e ra l o f th e
members had an o p p o r tu n ity to rea d th e p ro p o sa l and th e board
w ould l i k e to encourage a l l h ig h sc h o o l o f f i c e p e rso n n e l i n th e
S t a t e o f M ichigan to p a r t i c i p a t e i n your s u r v e y . I t i s an
e x c e l l e n t s u r v e y and I am very i n t e r e s t e d i n r e c e iv in g a copy o f
th e r e s u l t s .
We would a l s o l i k e to thank you f o r u n d e rta k in g t h i s p a r tic u la r
p r o j e c t . I t has been n e g le c te d and you a d d re sse d th e s i t u a t i o n
w e ll.
Good lu c k !
S in c e r e ly ,

j

Wanza Y. D avis
P r e s id e n t
WYD

O fficial P ublication: 77is N ational Educational Secretary

222

(^Michigan c Association of Secondary School Principals
Serving S eco n d ary Administrators S in c e 1911
B ureau o f S c h o o l S ervices • 4 0 1 S. F o u r th S tr e e t •

•
An Equal Opportunity Employer
A n n A rb o r, M ichigan 4 6 1 0 3 • ( 3 1 3 ) 7 6 9 - 5 4 9 7

P re s id e n t

President-Elect

Vice-President

Executive Director

Associate Director

C. ' . VI L LI AM H A N I C H E N
\ k v . i S^Or-*s H, S.

JAMES MARTIN
L i n c o l n H. S.
Ypsilanti

W IL L IA M P A P P A S
N o rth v ie w H .S.
G ra n d R ap id s

R O B E R T E. H A L L

RO BERT RODDA

May 14, 1980

TO

Michigan High School Principals and Secretaries

I have reviewed the research proposal and questionnaire developed by Ron Rolph,
an MASSF member with fourteen years experience as a Michigan secondary school prin­
cipal.
This unique study deals with a combination of several important variables which have
never before been examined.
It promises to be a very valuable study with important
implications for all secondary school principals and their secretarial/clerical
staffs.
I encourage high school principals and their secretaries to consider participation
by completing the well-designed questionnaire.
Sincerely yours

Robert E. Hall
Executive Director

ila

4 / ';

fi in - M ichigan C o n g ress ol S chool A dm inistrator A sso ciatio n s / N ational A ssociation ol S eco n d a ry S ch o o l P rin cip als / The University ot M ichigan

APPENDIX F
BRAYFIELD

ROTHE JOB SATISFACTION INDEX

(JSI)

JOB SATISFACTION INDEX
(Brayfield and Rothe 19 51)

Variable

This scale seems to be a general index
of job satisfaction inferred from attitude
toward work.

Description

In constructing the scale, it was the
author's intent to provide an overall index
of job satisfaction applicable across occu­
pational categories.

Seventy-seven men in a

Personnel Psychology class at the University
of Minnesota for members of an Army Special­
ized Training Program served as judges in a
Thurstone scaling paradigm.

The average age

of the judges was 30 years and the majority
had had several years occupational experience
ranging from unskilled labor to professional
o ccupations.
Items were selected for the index on the
basis of Q value

(less than 2.00),

lack of

reference to a specific aspect of a job, and
lack of social desirability.

Eighteen items

covering almost the entire attitude range in
1/2 step intervals and which met the above
criteria were selected for the final scale
from an original pool of 255.

Likert scoring

was then applied to the items using the
Thurstone scale value to indicate scoring dir­
ection.

That is, items at the satisfied end

of the scale received 5 points for Strongly
A g r e e , 4 for A g r e e , 3 for U n d e c i d e d , etc.
Items at the dissatisfied end received 5
223

224

points for Strongly Disa g r e e , 4 for D i s a g r e e ,
3 for Undec i d e d , etc.

The possible range of

scores is, therefore,

18 to 9 0 points with a

high score representing satisfaction.

The

"neutral" point is at 54.
Sample

Several samples were used in various
phases of the study and are described below

Reliability/
Homogeneity

A split half coefficient of .87
(corrected)

is reported for a sample of 231

clerical female employees.
Validity

The index is able to discriminate
between groups who were assumed to be dif­
ferentially satisfied with their jobs.

The

mean scores of 40 people in an adult night
school course in Personnel Psychology who were
also employed in a personnel position were
contrasted v/ith 51 people in the same course
but who were not employed in personnel
positions.

The authors make this dichotomy

based on the following assumption:

"Those

persons in the class employed in occupations
appropriate to their expressed interest
should, on the average, be more satisfied
with their jobs than those members of the
class employed in occupations inappropriate
to their expressed interest in personnel
work."
76.9

The Personnel group's mean score was

(SD = 8.6)

and the Non-Personnel group's

mean score was 65.4
ference in

(SD = 14.02).

The dif­

means is reported as being

significantly different at the 1% level
(presumably by a one tailed test, ed.).

225
The Job Satisfaction Index was also
reported to correlate .92 with the Hoppock
blank on the same night school population.
Location

Brayfield, A. H. and Rothe, H. F., "An
Index of Job Satisfaction."
J . Appl.
P s y c h o l . (35), 1951, pp. 307-311.
Self administered in about 10 minutes.

Administration

Scoring is readily accomplished by summing
the response category values.
Results &
Comments

The Job Satisfaction Index
simple,

straightforward,

(JSI)

is a

transparent instru­

ment which might be useful for a superficial
survey of general job satisfaction.

Since it

does not provide area scores or give informa­
tion about specific items of discontent it
would be difficult to use for counseling and
would not enable management to modify
particular practices, etc.
Brayfield, Wells and Strate

(1957)

discovered that the JSI correlated + .40
(for men) with the Science Research
Associates Inventory and + .32 with the Weitz
Test of General Satisfaction.

A correlation

of + .49 is reported with the RundquistSletto Morale Scale for the same group of 41
male city government employees.

The scores

of female employees showed a lower split half
reliability and no significant correlations
between JSI and the instruments mentioned
above.

The authors hypothesize that the

correlation between job satisfaction and
general life satisfaction for men results
because job plays a more significant role in

226
the lives of men than of women.
suggest,

in fact,

They

"...that, when the job is

perceived as important in the life scheme as
may be the case f o r ...males..., general sat­
isfaction becomes a function, in part at
least, of job satisfaction."
Brayfield, A. H.; Wells, R. V. ; Strate, M. W.
"Interrelationships Among Measures of
Job Satisfaction and General Satisfac­
tion."
J. Appl. Psychology, (41),
1957, pp. 201-205.

References

The plus

Instrument

(+) and minus

(-) signs below

indicate the apparent scoring direction for
the item and do not, of course, appear on the
original scale.
5 points
marked

Items marked

(+) are scored

for Strongly Agree, etc.

Items

(-) are scored 5 for Strongly Disagree,

etc.

JOB QUESTIONNAIRE
Some
others.

jobs are more interesting and satisfying than

We want to

This blank

know how

people feel about different jobs.

contains eighteen statements about jobs.

You are

to cross out the phrase below each statement which best
describes how you feel about your present job.
right or wrong answers.

We should like your honest opinion

on each one of the statements.
numbered
0.

There are no

Work out the sample item

(0).

There are some conditions concerning my job that could be
improved.
STRONGLY AGREE
AGREE
UNDECIDED
DISAGREE
STRONGLY DISAGREE

227
+1.

My job is like a hobby to me.
STRONGLY AGREE
AGREE
UNDECIDED

DISAGREE

STRONGLY DISAGREE

+2.

My job is usually interesting enough to keep me from
getting bored.
STRONGLY AGREE AGREE
UNDECIDED
DISAGREE
STRONGLY DISAGREE

-3.

It seems that my friends are more interested in their
jobs.
STRONGLY AGREE AGREE
UNDECIDED
DISAGREE
STRONGLY DISAGREE

-4.

I consider my job rather unpleasant.
STRONGLY AGREE AGREE
UNDECIDED
DISAGREE

STRONGLY DISAGREE

+5.

I enjoy my work more than my leisure time.
STRONGLY AGREE AGREE
UNDECIDED
DISAGREE
STRONGLY DISAGREE

-6.

I am often bored with my job.
STRONGLY AGREE AGREE
UNDECIDED

DISAGREE

STRONGLY DISAGREE

+7.

I feel fairly well satisfied with my present job.
STRONGLY AGREE AGREE
UNDECIDED
DISAGREE
STRONGLY DISAGREE

-8.

Most of the time I have to force myself to go to work.
STRONGLY AGREE AGREE
UNDECIDED
DISAGREE
STRONGLY DISAGREE

+9.

I am satisfied with my job for the time being.
STRONGLY AGREE AGREE
UNDECIDED DISAGREE
STRONGLY DISAGREE

-10.

I feel that my job is no more interesting than others I
could get.
STRONGLY AGREE AGREE
UNDECIDED DISAGREE
STRONGLY DISAGREE

-11.

I definitely dislike my work.
STRONGLY AGREE AGREE
UNDECIDED

DISAGREE

STRONGLY DISAGREE

+12.

I feel that I am happier in my work than most other
people.
STRONGLY AGREE AGREE
UNDECIDED DISAGREE
STRONGLY DISAGREE

+13.

Most days I am enthusiastic about my work.
STRONGLY AGREE AGREE
UNDECIDED DISAGREE
STRONGLY DISAGREE

-14.

Each day of work seems like it will never end.
STRONGLY AGREE AGREE
UNDECIDED
DISAGREE
STRONGLY DISAGREE

+15.

I like my job better than the average worker does.
STRONGLY AGREE AGREE
UNDECIDED
DISAGREE
STRONGLY DISAGREE

-16.

My job is pretty uninteresting.
STRONGLY AGREE AGREE
UNDECIDED DISAGREE

STRONGLY DISAGREE

228
+17.
-18.

I find real enjoyment in my work.
STRONGLY AGREE
AGREE
UNDECIDED
DISAGREE

STRONGLY DISAGREE

I am disappointed that I ever took this job.
STRONGLY AGREE
AGREE
UNDECIDED
DISAGREE STRONGLY DISAGREE

John P. Robinson and Others, Measure of Occupational
Attitudes and Occupational Characteristics, (Ann Arbor,
Michigan: Institute for Social Research, The University of
Michigan, 1973), pp. 129-131.

APPENDIX G
PARTICIPATING HIGH SCHOOLS AND SUMMARY
OF POSTAL CARD INFORMATION

229
Secretarial/C lerical Staffing fo r Selected M ichigan High Schools
Ju n e 1980
(Sum m ary o f Postal Card Inform ation)

D istrict/
C o m m u n ity

High School

Allen Park

Allen Park

A lpena

A lpena

A nchor Bay

A n ch o r Bay

A nn A rbor

G rades in
School

1979 F o u rth
Friday S tu d e n t
E nrollm ent

FTE of
Sec./C ler.
S taff

* S tu d e n t/S ta ff
R atio

9-12

1272

4

318

10-12

2294

10

229

9-12

1403

5

281

Pioneer

10-12

1884

14

135

B attle Creek

C entral

10-12

1727

Bay City

Central

9-12

1864

11

169

Bay City

W estern

9-12

1852

9

206

Bedford

B edford

10-12

1524

5

305

Belding

Belding

9-12

791

4

198

Belleville

Belleville

10-12

1689

11

154

Berkley

Berkley

9-12

1768

10.5

168

Big Rapids

Big R apids

9-12

848

2.5

339

Birch Run

Birch Run

9-12

824

2.2

375

Birm ingham

Groves

10-12

1545

10

155

Birm ingham

Seaholm

10-12

1620

10

162

Bloom field Hills

Lahser

10-12

1149

7

164

Cadillac

Cadillac

9-12

1255

4

314

C arm an-A insw orth

Carm an

9-12

1515

6

253

C edar Springs

C edar Springs

9-12

786

3

262

C enterline

C enterline

9-12

1510

5.5

275

Chesaning

C hesaning

9-12

1177

2.5

471

C hippew a Valley

C hippew a Valley

9-12

1921

C larkston

C larkston

10-12

1660

7.5

221

Clawson

Clawson

9-12

1137

4

284

9 .5

12

182

160

“ S tu d e n t e n ro llm en t divided by FTE o f secretarial/clerical staff. F or com parison purposes,
th is provides th e n u m b er o f stu d e n ts in relation to each secretarial/clerical staff position.

230

C om m unity

High School

1979 Fourth

FTE of

Friday S tu d e n t
E nrollm ent

Sec./C ler.
S taff

9-12

1640

10

10-12

974

9-12

1896

10

190:1

G rades in
School

* S tu d e n t/S ta ff
R atio

Clio

Clio

C oldw ater

C oldw ater

Davison

Davison

D earborn

Edsel Ford

10-12

1443

6

241:1

D earborn

Fordson

10-12

1586

6

264:1

Dowagiac

Dowagiac

9-12

1102

5

220:1

D urand

D urand

9-12

917

4

229:1

E ast D etro it

East D etro it

10-12

2341

13

180:1

East Lansing

East Lansing

9-12

1476

14

105:1

Escanaba

Escanaba

9-12

1755

7

251:1

F arm ington

Harrison

10-12

1011

7

144:1

Ferndale

Ferndale

9-12

1633

9

181:1

Fitzgerald

Fitzgerald

9-12

1356

7.5

181:1

F lint

C entral

10-12

1603

6

267:1

Flushing

Flushing

9-12

1971

9

219:1

Fraser

Fraser

9-12

2167

10

217:1

G rand Blanc

G rand Blanc

9-12

2686

16

168:1

G rand Haven

G rand Haven

10-12

1346

6

224:1

G rand Ledge

G rand Ledge

9-12

1999

9

222:1

G randville

G randville

9-12

1419

4 .5

315:1

G rosse P ointe

N orth

9-12

1895

13.5

140:1

G rosse P ointe

S o u th

9-12

2051

15

137:1

H artland

H artland

9-12

1095

3

365:1

Hastings

Hastings

9-12

1210

5

242:1

Hazel Park

Hazel Park

10-12

1248

6.5

192:1

H olland

Holland

10-12

1084

4

271:1

4.5

164:1
216:1

231

D istrict/
C o m m u n ity

High School

H olt

Holt

Howell

G rades in
School

1979 F o u rth
Friday S tu d e n t
E nrollm ent

FTE of
Sec./C ler.
S taff

* S tu d e n t/S ta ff
R atio

10-12

1031

Howell

9-12

2031

11

185:1

H uron Valley

Lakeland

9-12

1807

9

201:1

Jackson

Parkside

9-12

1390

7

199:1

Jenison

Jenison

9-12

1458

7

208:1

K alam azoo

C entral

10-12

1538

9.5

162:1

K entw ood

East K entw ood

9-12

2010

13.5

149:1

Lake O rion

Lake O rion

10-12

1510

6

252:1

Lake S hore

Lake S hore

10-12

1877

9.5

198:1

Lakeshore

Lakeshore

9-12

1154

5

231:1

L'A nse Creuse

N orth

9-12

1503

8

188:1

L am phere

Lam phere

9-12

1279

9

142:1

Lansing

Eastern

10-12

1554

6

259:1

Lansing

E verett

10-12

1505

5

301:1

Lansing

S ex to n

10-12

1365

5

273:1

Lapeer

East

9-12

1239

4

310:1

Lincoln Park

Lincoln Park

10-12

1881

11

171:1

Livonia

Bentley

9-12

2188

9.5

230:1

Livonia

Churchill

9-12

2018

8

252:1

Livonia

Franklin

9-12

2122

8

265:1

Marshall

Marshall

9-12

1084

4

271:1

M onroe

M onroe

10-12

2005

10

201:1

Mt. C lem ens

Mt. C lem ens

9-12

1469

13

113:1

Mt. Pleasant

Mt. Pleasant

9-12

1343

11

122:1

M uskegon

M uskegon

10-12

1437

11

131:1

Niles

Niles

10-12

1251

6

209:1

5.5

187:1

232

D istrict/
C om m unity

High School

G rades in
School

1979 F o u rth
Friday S tu d e n t
E nrollm ent

FTE o f
Sec./C ler.
S taff

* S tu d e n t/S ta ff
R atio

O ak Park

Oak Park

9-12

1300

6.5

200:1

Pinconning

Pinconning

9-12

1127

4

282:1

P lym outh

Salem

9-12

2376

10.5

226:1

P ontiac

N orthern

9-12

2346

12

196:1

P o rt H uron

N orthern

9-12

1841

8.5

217:1

R ochester

A dam s

10-12

1490

7.5

199:1

R om eo

R om eo

10-12

1251

4

3 13:1

Roseville

Roseville

10-12

1278

9.5

135:1

Royal Oak

D ondero

9-12

1776

11

161:1

Royal Oak

Kimball

9-12

2168

12

181:1

Saline

Saline

9-12

1070

1.8

594:1

S outhfield

S outhfieldL athrup

9-12

1976

8

247:1

S o u th g ate

S o u th g ate

9-12

1200

4 .5

267:1

St. Jo h n s

St. Jo h n s

9-12

1416

3

472:1

Sturgis

Sturgis

9-12

956

1.75

546:1

T aylor

K ennedy

10-12

1442

4

361:1

Traverse City

Traverse City

10-12

2385

11.5

207:1

T renton

T re n to n

9-12

1967

7.5

262:1

T roy

A thens

9-12

1949

8

244:1

Utica

E isenhow er

10-12

2 057

10

206:1

Utica

Stevenson

10-12

1870

11

170:1

Walled Lake

W estern

9-12

2004

6

334:1

W arren Cons.

C ousino

10-12

2341

8.5

275:1

W arren Cons.

M ott

10-12

1884

8.5

222:1

W arren Cons.

W arren

10-12

1466

7

209:1

D istrict/
Com m unity

High School

Grades in
School

1979 Fourth
Friday S tudent
Enrollm ent

FTE of
Sec./Cler.
Staff

*S tudent/S taff
Ratio

9-12

1650

8

206:

M ott

10-12

1153

6

192:

W aterford

Tow nship

10-12

1396

5

279:

W ayne-W estland

W ayne M emorial

10-12

2323

10

2 32:

West B loom field

West B loom field

9-12

1892

9

210

West O ttaw a

W est O ttaw a

9-12

1486

5

297:

Y psilanti

Y psilanti

9-12

1893

13

146:

W arren W oods

T ow er

W aterford

:

APPENDIX H
COMMUNICATION TO REVIEV7ERS OF THE QUESTIONNAIRES

Dear
Thank you for your willingness to review and evaluate the
attached questionnaire intended for use in ny doctoral study. I
have also enclosed the first page of the dissertation proposal
together with a diagram showing the variables of interest in ray
research. Perhaps this information will give you a little more
insight into the questionnaire.
The high school principal and secretary will complete identical
questionnaires, except for the twenty items in Section "A." This
section solicits different individual and school information from the
secretary and principal. The remaining sections, B, C, D, and E, are
the same. For your review and information, I have enclosed both
Section "A's," the secretary's and the principal's portions.
As you review the survey instrument, please consider the following
questions carefully:
1.

Are the directions clear? Could you react to the survey
items based upon the directions provided?

2.

Are the items clearly worded?
requested?

3.

Are the items appropriate and meaningful, in your opinion?

4.

How long does it take to complete the questionnaire? Is it
of reasonable length? Is it too complicated? Could you
complete it in about thirty minutes?

5.

Are there items which you feel are offensive or would tend
to "turn off" the respondents?

Do you know what is meant or

Please write your comments or suggestions directly on the ques­
tionnaire. It would be most helpful if you could return the question­
naire and your comments to me not later than April 21, 1980.
Thank you for your valuable assistance in this important research
effort.
Sincerely,
Ronald H. Rolph
Birmingham Board of Education
550 W. Merrill
Birmingham, Michigan 48012

Telephone 644-9300, Ext. 259
234

APPENDIX I

THE SPSS PROGRAM PACKAGE

Statistical Package for the Social Sciences
(SPSS)

SPSS is an integrated system of computer programs for
the analysis of social science data.

It provides a compre­

hensive and unified package which enables the researcher to
perform many different types of data analysis in a simple
and convenient manner.

The SPSS system allows a great deal

of flexibility in the format of data and provides the re­
searcher a large number of statistical routines commonly
used in the social sciences.
1,000 installations,

It is now being used at nearly

including conversions to almost twenty

different operating systems and computers.
The development of SPSS began in 19 6 5 at Stanford
University out of a need to better serve the research and
teaching needs of the political science department and the
Institute for Political Studies.

Researchers and faculty

members experienced much frustration and suffered the
annoyance of having to learn how to operate many different
programs.

They endured the annoyance and time-consuming

task of transferring data and results from one single­
purpose data analysis program to another, often to find
essentially noncompatible programs.

As a result,

they began

to design an integrated system that would automate the
routine tasks of data processing as well as provide a series
of accurate, comprehensive statistical programs.

Out of

that concern and effort fifteen years ago, a system was d e ­
veloped which is now widely known as SPSS.

In 19 70, the

SPSS project was relocated to the National Opinion Research
Center at the University of Chicago where it received more
financial, organizational and intellectual support.
235

236
In addition to the usual descriptive statistics,
simple frequency distributions,

and cross-tabulations, the

SPSS system contains procedures for simple correlation,
partial correlations, means and variances, one-way and n-way
analysis of variance, multiple regression, discriminant
analysis,

scatter diagrams,

correlations,

factor analysis, canonical

and Guttman Scaling, only to mention a few.

For the present study and dissertation, the SPSS installa­
tion at Oakland Schools Intermediate School District offices
was used.

The consultant and programming services of

Dr. Michael LaBay, Birmingham Public Schools, and Dr.
William Veitch, Oakland Schools, were most effective and
greatly appreciated.

APPENDIX J
SUMMARY OF PRINCIPAL AND SECRETARY RESPONSES
ON ALL DEPENDENT VARIABLES IN
SECTIONS B, C, D AND E

237

S E C TIO N

B

D escrip tive S tatem en ts
Concerning the High S chool's
S e cretarial /C le ric a l S ta ff: T h eir A d eq u acy.
V alu e and W o rk Environm ent
In structions:
Listed in th is section are fo rty (40) descriptive sta te m e n ts. Using th e follow ing response
alternatives, please select th e o n e w hich b est reflects y o u r candid an d th o u g h tfu l assessm ent
o f each descriptive sta te m e n t, as it relates to y o u r school a n d w ork situ atio n .
SA
A
U
D
SD

-

Y ou STR O N G L Y A G R E E w ith th e s ta te m e n t
You A G R E E w ith th e s ta te m e n t m o st o f th e tim e
You are U N D EC ID ED w h e th e r y o u agree o r disagree w ith th e s ta te m e n t
You D ISA G R E E w ith th e s ta te m e n t m o st o f th e tim e
You STR O N G L Y D ISA G R E E w ith th e sta te m e n t

Example: (The respondent b elow has indicated

strong disagreement with the statement)
0.

SA

A

U

D

SD

5

4

3

2

1

S ecretarial/clerical sta ff m em bers should w o rk six
d ays a w eek.

D escriptive S ta te m e n ts
S
ecretarial/clerical
sta ff m em bers are included in
21 .
som e special activities w ith th e fa c u lty , e.g., h o li­
day parties, bow ling league, golf outings.

x
Principals
M
S

Secretaries
M
S

4.33

1.10

3.82

1.17

p erm its p erfo rm a n c e o f all essential task s and
services.

3.55

1.33

3.59

1.35

A d m in istrato rs never ask, no r e x p e c t, secretarial/
clerical sta ff m em bers to m ake decisions, c o m ­
plete task s o r assum e responsibilities w hich ap ­
p ro p riately belong to a d m in istrato rs.

3.44

1.30

3.44

1.22

Jo b -related problem s o r co n cern s expressed by
secretarial/clerical staff m em bers receive p ro m p t
co nsideration by school a d m in istra to rs.

4.06

.92

3.83

1.00

S ecretarial/clerical personnel have o p p o rtu n itie s
to learn and try new things on th e job.

4.00

.95

3.82

.95

A d m in istrato rs personally recognize and a p p re ­
ciate th e role and responsibilities o f secretarial/
clerical personnel.

4.5 9

.93

4.13

.73

22 . T h e p resen t size secretarial/clerical w ork force

23.

24.

25.

26.

238

Principals
M
S

27.

S ecretaria l/clerical sta ff m em b ers h ave g o o d
sk ills in h u m an relation s.

.87

4.15

.70

4.46

.82

4.36

.68

S ecreta ria l/clerica l related w o rk a c tiv itie s and
ta sk s are p e rio d ic a lly a n a ly ze d to d e te rm in e
th e ir im p o rta n c e, va lu e an d n eed fo r c o n tin ­
u a tio n or revisio n , e .g ., v a lu e or n eed fo r a par­
ticu la r rep ort; revision o f a particu lar fo rm or
p ro ced u re.

3.90

.86

3.22

1.17

S ecreta ria l/clerica l p erso n n el p erform vital su p p o r t
serv ices t o th e e d u c a tio n a l p rogram .

4.82

.64

4.62

.63

T h e w o rk load s o f secreta ria l/clerica l sta ff m em b ers
in th is sc h o o l are reason ab le and m an ageab le.

3.51

1.23

3.59

1.15

S ecreta ria l/clerica l p erso n n el are in stru cted h o w to
resp on d t o va riou s em e rg en c y situ a tio n s, e .g ., h o w
t o h a n d le a " b o m b ca ll."

4.40

.81

4.13

1.01

S ecreta ria l/clerica l sta ff m em b ers are a p p ro p ria tely
paid fo r th e serv ices th e y render.

2.90

1.30

2.55

1.32

S ecreta ria l/clerica l p erso n n el are k e p t in fo rm ed o f
sc h o o l a c tiv ities, p o lic ie s and o p e r a tio n s w h ich in ­
v o lv e or a ffe c t th e m .

4.15

.96

3.81

1.07

S ecreta ria l/clerica l p erso n n el h ave o p p o r tu n itie s
t o d o ch a llen g in g and in terestin g th in g s.

3.71

.96

3.46

1.08

S ecreta ria l/clerica l sta ff m em b ers receive e x p re ss­
io n s o f g o o d w ill or a p p recia tio n from a d m in is­
tra to rs o n sp ecial o c c a sio n s, e .g ., b irth d a y s, h o li­
d a y s, N a tio n a l S ecreta ries W eek .

4.50

.55

4.14

1.04

S ecreta ria l/clerica l sta ff m em b ers d e m o n str a te
g o o d filin g an d reco rd -k eep in g sk ills.

4.41

.65

4.23

.62

S ecreta ria l/clerica l p erso n n el receiv e ad m in istra ­
tiv e su p p o r t w h en c o n fr o n te d w ith d iffic u lt stu d e n t
situ a tio n s.

4.69

.74

4.49

.62

S ecreta ria l/clerica l sta ff m em b ers are o c c a sio n a lly
" p o o le d " to h a n d le sp e c ific jo b s or sp ecial w ork
lo a d s o f th e sc h o o l as a w h o le .

4.28

.87

4.06

.96

S ecreta ria l/clerica l p erso n n el are lo y a l e m p lo y e e s.

4.63

.65

4.40

.67

2 8 . S ecreta ria l/clerica l p erso n n el receive a d m in is­
tra tiv e su p p o r t w h en c o n fr o n te d w ith d iffic u lt
te a c h e r situ a tio n s.
29.

30.
31.
32.

33.
34.

35.
36.

37.
38.

39.

40.

4.13

Secretaries
M
S

239

Principals
M
s

41.

It is unnecessary to acq u ire ad d itio n al secretarial/
clerical personnel (o th e r th a n th o se assigned to th e

sc h o o l) t o m e e t sp ecial n e e d s or p eak w o rk p erio d s.
42.

43.

44.

45.

46.

2.90

1.28

3.06 1.43

d ir e c tio n s w h en assign ed n ew o r c o m p le x ta sk s.

3.69

.97

3.82 1.02

T he secretarial/clerical jo b classification arrange­
m en t in th is school (for pay purposes) reflects
fairly th e co rresponding d ifferences in positions
as to w ork loads, skills and responsibilities.

3.45

1.40

2.71

1.23

p ro b lem s.

3.72

1.06

2.71

1.24

S ecreta ria l/clerica l sta ff m em b ers h ave o p p o r ­
tu n itie s t o p lan an d o rg a n ize th e ir o w n w o rk .

4.13

.71

4.05

.82

4.37

.67

3.82

1.00

4.44

.55

4.24

.78

4.60

.57

4.44

.62

4.09

.72

4.05

.94

4.56

.68

4.26

.71

3.14

1.20

3.10

1.34

3.90

.80

3.59

1.11

Secretarial/clerical sta ff m em bers receive c o m p lete

Secretarial/clerical sta ff m em bers are asked for
th e ir ideas and advice regarding problem s w hich
a d m in istrato rs face, e.g., stu d e n t, p a re n t o r staff

S ecretarial/clerical sta ff m em bers are k e p t in­
form ed as to a d m in istra to rs' w h e re ab o u ts w hen

th e y leave th e o f fic e or sc h o o l.
47.

S ecretarial/clerical personnel have good te le p h o n e /

sw itch b o a rd sk ills.
48.

S ecretarial/clerical personnel receive ad m in istra­
tive su p p o rt w hen c o n fro n te d w ith d iffic u lt p a re n t

situ a tio n s.
49.

T he skills and abilities o f secretarial/clerical staff
m em bers are effectively used by a d m in istrato rs,
m inim izing th e ir ow n tim e and involvem ent w ith
paper w ork o r tasks w hich can be d o n e effectively

b y secreta ria l/clerica l sta ff m em b ers.
50.

S ecretarial/clerical personnel perfo rm valuable roles

in sc h o o l/c o m m u n ity rela tio n s.
51.

Secretari es
M
S

T he p resent size secretarial/clerical w ork force
allow s all w ork to be accom plished w ith m inim al

w ork -related stress.
5 2 . C o n siste n t c h a n n els o f c o m m u n ic a tio n and su p er­
vision are u tiliz ed in d ire c tin g th e w o rk o f se cr e ­
ta rial/clerica l p erso n n e l.

240

53.

54.

T h e w ork load fo r secretarial/clerical personnel in
th is building is d istrib u te d fairly.

56.

57.

58.

59.

3.65

.85

3.30

1.07

3.92

.77

3.21

1.24
.90

S ecretarial/clerical sta ff m em bers enjoy h a rm o n y

and c o m p a n io n sh ip w ith o n e a n o th e r .

4.14

.75

4.19

T h e id eas and su g g e stio n s o f se creta ria l/clerica l
sta ff m em b ers t o im p ro v e th e sc h o o l o ffic e o p e r ­
a tio n s are so lic ite d and u tiliz e d .

4.2 8

.56

3.54 1.10

sk ills, e .g ., ty p in g , ta k in g d ic ta tio n , e tc .

4 .1 3

.8 8

4 .2 6

.65

S ecretarial/clerical personnel receive adm inis­
tra tiv e s u p p o rt w hen c o n fro n te d w ith d iffic u lt
c u sto d ia l sta ff situ a tio n s.

4.40

.57

4 .2 6

.71

3.71

.82

3.35 1.25

4.74

.52

4.54

S ecretarial/clerical s ta ff m em bers (w here required
o r needed) have good m achine a n d sten o g rap h ic

A d m in istra to rs plan w o rk in advance, w ith d e a d ­
lines w hich avoid unnecessary co n fu sio n o r " c ra sh

p r o je cts."
60.

Secretaries
M
S

S ecretarial/clerical s ta ff m em bers are asked t o help
p lan /ev alu ate/rev ise activities o r program s w hich

in v o lv e th e ir serv ices.
55.

Principals
M
s

S ecretarial/clerical personnel are hard-w orking

e m p lo y e e s.

COMMENTS:

.53

241

SECTION

C

Specific Provisions and P ractices
to Prom ote E ffective Use of
High School S e c re ta ria l/C le ric a l Personnel
In stru ctio n s:
Listed in th is section are tw enty-five (25) specific provisions and practices. Using th e
follow ing response alternatives, please select tw o choices fo r each provision o r practice.
T he first response is y o u r candid and th o u g h tfu l assessm ent as to w h a t now exists in y o u r
school. T h e second response is y o u r candid and th o u g h tfu l assessm ent o f w h a t should exist.
5
4
3

2
1

-

C om pletely im plem ented o r provided.
Im plem ented o r provided to a high degree.
Im plem ented o r provided to a m o d era te degree.

-

Im p lem en ted or p rovid ed to a low d egree.
-

N onexistent o r n o t provided

Example: (The respondent below has indicated that th e
the provision is im plem ented to a m oderate degree and
also indicated that it should be com pletely im p lem en ted .)

0,00. Paid retirem ent benefits fo r secretarial/
clerical staff members . . .

®

4

are
should be x

Specific Provisions o r Practices

C urrent w ritte n job d e sc r ip tio n s for each
se creta ria l/clerica l p o sitio n . . .

_. . ,

Principals

are

should be

2

1

x

M

6 1 ,6 2 .

3

S

Secretaries

M

S

3.64
62

1.18
.59

2.96
4.53

1.38
.73

4

is

3.17

should be

4 .4 9

1.49
.72

2.92
4.32

1.65
.88

65 ,6 6 .

P rovisio n s fo r a tte n d a n c e a t secreta ria l/
are
clerical a sso cia tio n c o n fe r e n c e s/w o r k sh o p s should be
w ith a d d itio n a l e x p e n se a llo w a n c e . . .

2.44
4.18

1.23
.80

2.10
4.04

1.20
1.00

67,68.

Provisions for a tte n d a n c e a t secretarial/
clerical association co n feren ces/w o rk sh o p s
during school tim e w ith pay . . .

2 .4 6
4 .0 4

1.25
1.00

2 .04
3 .9 5

1.25
1.15

6 9 ,7 0 .

A p p ro p ria te d iscip lin a ry p ro ced u res fo r d ealare
3.50
ing w ith in d ivid ual secretarial/clerical
should be 4.37
sta ff m em b ers in co rrectin g p erfo rm a n ce
p r o b le m s . . .

1.02
.69

2.71
4.37

1.31
.79

71,72.

A h a n d b o o k or w ork m anual sp e cific a lly
is
prepared fo r secreta ria l/clerica l sta ff m em - should be
bers . . .

1.04

1.73
4.22

1.29
.99

63 64.

A w ritte n p erfo rm a n c e appraisal plan,
c o m p le te w ith evaluation form s, fo r secretarial/clerical staff m em bers . . .

are
should be

1.78
3.92

1.11

242
Principals
M

Secretaries

S

M

S

73,74.

are 2.59
D istric t o r b u ild in g , fin a n c ia lly su p p o rte d
a n d s p o n so re d , inservice tra in in g p ro ­
should be 4.23
v isions fo r se c re ta ria l/c le ric a l p e r s o n n e l . .

1.23
.76

2.04
4.06

1.21
1.09

75,76.

A d e q u a te e q u ip m e n t/fu rn itu re p ro v isio n s
fo r se c re ta ria l/c le ric a l p e rso n n e l . . .

are 4.08
should be 4.72

.86

.48

3.74
4.53

.96
.60

77,78.

A d e q u a te s u p p lie s /m a te ria ls fo r se c re ta ria l/
are 4.40
should be 4.76
clerical p e rso n n e l . . .

.67
.46

4.31
4.63

.81
.67

are 4.09
should be 4.64

1.01

.53

3.01
4.54

1.53
.75

J o b p o stin g s fo r n ew o r v a c a te d s e c re ta ria l/
are 4.82
should be 4.87
clerical p o s i t io n s . . .

.48
.34

4.47
4.83

1.02

P ro v isio n s fo r p erso n al c o m f o r t a n d p rivacy
are 3.81
should be 4.63
d u rin g w o rk b re a k s . . .

.98
.54

3.09
4.58

1.34

are 3.30
R e c o g n itio n /c o m m e n d a tio n p ro v isio n s fo r
w o rk o f sec re ta ria l/c le ric a l p e rso n n e l . . . should be 4.62

1.00

.54

2.63
4.26

1.25
.95

79,80. W ritte n jo b c la ssific a tio n /re c la ssific a tio n
p ro c e d u re s fo r se c re ta ria l/c le ric a l p ay
p u r p o s e s . . .-

81,82.
83,84.
85,86.

.55

.66

87,88.

Paid sick leave allo w an c e fo r s e c re ta ria l/
clerical p e rso n n e l . . .

is 4.76
should be 4.82

.56
.42

4.69
4.78

.69
.53

89,90.

F o rm al sc re e n in g /te stin g p ro c e d u re s p rio r t o
are 3.97
should be 4.82
h irin g se c re ta ria l/c le ric a l p e rso n n e l . . .

1.06

.39

3.58
4.63

1.19
.61

.92
.69

4.45
4.82

.99
.45

91,92.

Paid v a c a tio n a llo w a n c e fo r s e c re ta ria l/
clerical p e rso n n e l . . .

is 4.54
should be 4.71

93,94.

P aid in su ra n c e b e n e fits fo r s e c re ta ria l/
clerical p e rso n n e l . . .

are 4.73

.6 0

should be 4.90

.31

4.45
4.78

.78
.50

95,96.

P u b lish ed griev an ce p ro c e d u re s fo r sec re­
ta ria l/c le ric a l p e rso n n e l . . .

are 4.30
should be 4.67

1.20
.66

3.82
4.64

1.43
.62

are 3.50

1.54

should be 4.44

1.00

2.87
4.62

1.69
.79

are 1.87
9 9 ,1 0 0 . C areer a n d p erso n al co u n se lin g services fo r
should be 3.73
sec re ta ria l/c le ric a l s ta f f . . .

1.04
1.05

1.44
3.53

1.24

are 2.17
should be 3.73

1.20

1.63
3.72

1.15

97,98. O v e rtim e p ay p ro v isio n s fo r se c re ta ria l/
clerical p e rso n n e l (m o re th a n re g u lar
h o u rly rate) . . .

0 1 ,1 0 2 . P ro fessio n al p u b lic a tio n s fo r s e c re ta ria l/
clerical p e rso n n e l . . .

1.05

1.00

1.12

Principals
M

s

Secretaries
S
M

103,104.

Provisions fo r secretarial/clerical staff
m em bers to have free use o f special
school facilities such as library, gym ­
nasium , sw im m ing pool, etc. . . .

are 3 .5 8
should be 4 .2 3

1.40
.93

2 .9 0
3 .9 2

1.52
1.13

105,106.

P eriodic m eetings w ith th e principal and
e n tire secretarial/clerical staff . . .

are 3 .1 3
should be 4 .3 7

1.09
.7 8

2 .3 0
4 .2 2

1.35
.91

107,108.

S chool a c tiv ity /a th le tic passes fo r secre­
tarial/clerical sta ff m em bers . . .

are 3 .6 3
should be 4.31

1.51
1.05

3 .6 7
4 .4 5

1.55
.85

109,110.

C onvenient, c o m fo rta b le o ffice spaces/
w o rk sta tio n s fo r secretarial/clerical personnel . . .

are 4.00
should be 4.78

.94
.42

3 .7 6
4 .5 8

1.03
.59

COM MENTS:

244

SEC TIO N D
S pecific Inservice Training A ctivities
fo r
Principals and S e c re ta rie s
Instructions:
Listed in this section are fifteen (15) inservice training activities w hich m ight be help­
ful to both principals and secretaries. Using th e follow ing response alternatives, please
select tw o choices fo r each item . T h e first response is y o u r candid and th o u g h tfu l assess­
m en t as to th e value o r need o f th e inservice activity fo r th e principal. T he second response
is y o u r candid and th o u g h tfu l assessm ent as to th e value or need o f th e inservice activity
fo r th e secretary.
5
4
3
2
1
0

-

O f great value or need
O f m uch value o r need
O f uncertain value o r need
O f little value o r need
O f no value o r need
U nable to respond

E x a m p le : (T h e r e s p o n d e n t b e lo w h as in d ic a te d t h a t
th e inserv ice a c tiv ity w o u ld b e o f g re a t v alu e o r n e e d
f o r th e p rin c ip a l b u t o f n o v alu e, n o r n e e d , f o r th e
s e c re ta ry .)

0 0 0 . Driver ed u catio n

W ould Be
3
2

For Prin.
For Secy.

Principals

F or T his Principal and T his S ecretary ,
Specific Inservice T raining in:

M

S

S e c re ta rie s

M

S

111,112.

. . . office m anagem ent principles
and skills.

Prin.
Secy.

3 .8 2
3 .9 9

1.04
1.13

3 .4 4
3 .9 9

1.39
1.26

113,114.

. . . personal organization and
planning skills.

Prin.
Secy.

4 .0 9
3.9 9

1.12
1.22

3 .7 3
3 .8 0

1.22
1.33

115,116.

. . . hum an relations skills.

Prin.
Secy.

3.9 2
4 .0 3

1.38
1.26

3 .7 7
3 .7 8

1.34
1.26

117,118.

. . . delegating tasks and a u th o rity .

Prin.
Secy.

4 .0 9
3 .5 9

1.28
1.23

3 .8 6
3 .6 8

1.38
1.24

119,120.

. . . interpersonal co m m unication
skills.

Prin.
Secy.

3 .9 0
3 .9 7

1.29
1.25

3 .7 7
3 .7 7

1.45
1.37

Principals

121,122. . . . b u sin ess le tte r w ritin g .

Secretaries

M

S

Prin.
Secy.

3 .2 6
3 .8 7

1.15
1.36

3 .3 7
3 .8 9

1.28
1.26

M

s

123,124.

. . . fo rm al re p o rt w ritin g .

Prin.
Secy.

3 .5 0
3.6 9

1.24
1.34

3.21
3 .4 0

1.45
1.45

125,126.

. . . giving d ic ta tio n (fo r p rin c ip a l)
. . . ta k in g d ic ta tio n (fo r se c re ta ry )

Prin.
Secy.

3 .5 3
3 .5 9

1.44
1.45

2 .9 0
3 .1 5

1.62
1.59

127,128.

. . . basic a c c o u n tin g /fisc a l m a n ­
a g e m e n t p rin cip les

Prin.
Secy.

3 .6 9
3 .3 9

1.19
1.35

3 .0 6
3.2 7

1.46
1.44

129,130.

. . . stress m a n a g e m e n t skills.

Prin.
Secy.

4 .0 6
3 .7 7

1.17
1.08

3 .7 7
3 .6 3

1.46
1.34

131,132.

. . . tim e m a n a g e m e n t skills.

Prin.
Secy.

4 .1 5
3 .9 4

1.07
1.10

3.6 3
3 .5 5

1.49
1.37

133,134.

. . . c o n flic t m a n a g e m e n t skills.

Prin.
Secy.

4.01
3 .6 9

1.23
1.06

3.31
3.01

1.64
1.66

135,136.

. . . basic sch o o l law a n d legal b rie f­
ings o n c o u r t d e c isio n s, n ew laws,
e tc .

Prin.
Secy.

4 .1 7
2.6 9

1.13
1.26

3.7 7
3.01

1.55
1.43

137,138.

. . . e ffe c tiv e u s e /c o o r d in a tio n o f
th e se c re ta ria l/c le ric a l sta ff.

Prin.
Secy.

4 .0 3
3 .5 3

1.14
1.25

3 .8 9
3 .6 2

1.34
1.50

139,140.

. . . goal o r ta sk an a ly sis, goal
se ttin g /p rio ritiz in g

Prin.
Secy.

4 .0 0
3 .5 6

1.26
1.20

3 .3 5
3 .3 5

1.70
1.59

COMMENTS:

246

SE C TIO N E
Job S a tis fa c tio n Index

In stru ctio n s:
Listed below are eighteen (18) sta te m e n ts a b o u t jobs. Using th e follow ing response
alternatives, please select th e o n e w hich b est reflects y o u r candid and th o u g h tfu l reaction
to each sta te m e n t as it applies to y o u r p rese n t position.
SA
A
U
D
SD

-

Y ou STR O N G L Y A G R E E w ith th e s ta te m e n t
Y ou A G R E E w ith th e sta te m e n t
You are U N D EC ID ED whether you agree or disagree with the statement
Y ou D ISA G R EE w ith th e s ta te m e n t
You ST R O N G L Y D ISA G R E E w ith th e sta te m e n t

Example: (The respondent b elow has indicated
agreem ent with th e statem ent.)

SD

U

SA

0 0 0 . T h ere are som e co n d itio n s co n cern in g
m y jo b th a t could be im proved

S ta te m e n ts A b o u t Jobs

Principals
M

14 1 .

M y jo b is like a h o b b y to m e.

S

Secretaries
M

S

2.59

1.31

2.59

1.34

4.58

.77

4.40

.99

142.

M y jo b is u su ally in te re stin g e n o u g h t o k eep
m e fro m g e ttin g b o re d .

143 .

It seems that my friends are more interested
in their jobs.

-

1.97

.82

1.99

.80

144.

I consider my job rather unpleasant.

-

1.81

.94

1.40

.61

145.

I e n jo y m y w o rk m o re th a n m y leisure tim e .

2.51

1.03

2.32

1.06

146.

I am o fte n b o re d w ith m y jo b .

1.52

.79

1.50

.77

147.

| f e e | fa irly w ell sa tisfie d w ith m y p re s e n t jo b .

4.28

.82

4 .0 6

.96

*Scoring w eight is reversed for item s
preceded by a negative (—) sign.

-

247

Principals
M

148.

M o st o f th e tim e I have t o fo rc e m y self t o go
to w o rk .

149.

M

S

1-40

59

1,56

,82

I am satisfied w ith m y jo b fo r th e tim e being.

4.09

.94

3.78

1.15

150.

I feel t h a t m y jo b is n o m o re in te re stin g th a n
o th e rs I c o u ld get.

2.43

1.25

2.30

1.21

151.

I d e fin ite ly d islik e m y w o rk .

1.32

.59

1.21

.47

152.

I feel t h a t I am h a p p ie r in m y w o rk th a n m o st
o th e r p e o p le .

3.87

.96

3.90

1.05

153.

M o st d a y s I am e n th u s ia s tic a b o u t m y w o rk .

4.27

.77

4.22

.89

154.

E ach d a y o f w o rk seem s like it will never e n d .

1.63

.76

1.50

.62

155.

I like m y jo b b e tte r th a n th e average w o rk e r
d o es.

4.06

.87

3.87

1.11

156.

M y jo b is p r e tty u n in te re stin g .

1.47

.88

1.49

.75

157.

I fin d real e n jo y m e n t in m y w o rk .

4.35

.85

4.14

1.03

158.

I am d is a p p o in te d t h a t I ever to o k th is jo b .

1.28

.53

1.31

.67

COMMENTS:

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Secretaries

S