Rapid expansion of secondary learning disability programs has left little time to document current practices. This study examined perceptions of 135 teachers of students with learning disabilities working in middle-junior high and high school programs regarding the following: (1) the presence of specific attributes often associated with successful programs, (2) their professional views on field-related issues, and (3) suggestions for program improvement. Data were examined to determine if teachers' perceptions differed based on program type (i.e., resource, self-contained), level (i.e., middle-junior high, high school), or setting (urban, suburban, rural). Perceptions regarding the presence of selected attributes and recommendations for program improvement provide an agenda for professional dialogue.
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