The development and construct validity of an instrument to measure special education teachers' attitudes towards the Individualized Education Program used in special educational program development are described. A factor analysis of the intercorrelations of responses to 38 items for a sample of 207 special education teachers from 16 randomly selected school districts in Rhode Island resulted in five derived components with alpha internal-consistency reliabilities as follows: Value for Instructional Planning, .88; Value for Individualized Instruction, .77; Team Planning, .70; Curriculum Planning, .66; and General Value, .64.
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