This study investigated the self-perception of teachers’ and teacher aides’ role responsibility when working with severely and profoundly handicapped students. A multivariate analysis of variance was used in analyzing the responses of the subjects to a questionnaire on role responsibilities of teaching skill areas based upon professional status (teacher or teacher aide) and educational setting (public school or residential facility). A significant interaction effect did not exist between professional status and educational setting. Follow-up univariate analyses of variance did reveal significant main effects for professional status and educational setting. Demographic data were also reported.
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