Date of Award
5-1-1994
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching & Learning
Abstract
The purposes of this study were to: (a) determine training needs of regular educators regarding integration of students with physical or medical disabilities, (b) compare perceived needs of elementary educators with those of secondary educators, and (c) determine characteristics of physical or medical handicapping conditions perceived to influence students' abilities to benefit from educational experiences. A sample of 505 regular educators was surveyed. Resulting data were analyzed utilizing frequency distributions, mean rank tables, percentages, crosstabulations, and chi-square statistics.Educators indicated perceived needs for training regarding integration of students with physical or medical disabilities. Eight priority need items were identified as: (a) technological adaptations and computerized equipment, (b) educational implications of handicapping conditions, (c) references providing lay terminology for medical information, (d) procedures to facilitate peer acceptance, (e) resources for curriculum materials and equipment, (f) informal medical screening procedures, (g) educational strategies and (h) psychological aspects of disabilities. An additional eight topics were identified as secondary priority items.Elementary educators indicated higher levels of need than secondary educators for a majority of the priority need items. Educators with no prior experience with students who had disabling conditions indicated lower need levels than experienced educators. Specific medical and functional characteristics of handicapping conditions were ranked in order of perceived level of influence. Additional factors and topics perceived necessary for training were identified and listed in order of frequency of response.It was recommended that training programs be developed to address topics identified as priority and secondary need items. Further research was recommended to determine: (a) factors contributing to a higher levels of need for elementary educators, (b) methods currently utilized for and efficacy of service delivery models for training materials, (c) certification and practice requirements for educators, and (d) educators' perceptions of preparation needs prior to working with families of children with physical and medical disabilities.
Recommended Citation
Mohr, Peggy M., "Training needs of educators in integration of students with physical and medical disabilities into the regular classroom." (1994). Theses and Dissertations. 8769.
https://commons.und.edu/theses/8769