The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and average/high achieving (A/HA) classmates. One hundred seventy-nine students participated in this study: 60 mainstreamed students with LD, 59 low achieving students, and 60 average/high achieving students. Students were selected from 60 teachers' classrooms (20 elementary, 20 middle school, and 20 high school). Results from the elementary level indicate that students with LD differ from their LA and A/HA classmates in that the former indicate a stronger preference for opportunities to work in groups with different students, and prefer the teacher to make adaptations when they have difficulty learning. High school and middle school students from both the LA and A/HA groups, but not the LD group, preferred the teacher who made no adaptations in homework and textbooks. Discussion focuses on the role of students' perceptions in teacher decision making.
Get full access to this article
View all access options for this article.
References
1.
Babad, E. (1990). Measuring and changing teachers: Differential behavior as perceived by students and teachers. Journal of Educational Psychology, 82, 683–690.
2.
Babad, E., Bernieri, F., & Rosenthal, R. (1991). Students as judges of teachers' verbal and nonverbal behavior. American Educational Research Journal, 28, 211–234.
3.
Braaten, S., Kauffman, J., Braaten, B., Polsgrove, L., & Nelson, C.M. (1988). The Regular Education Initiative: Patent medicine for behavioral disorders. Exceptional Children, 55, 21–27.
4.
Brattesani, K.A., Weinstein, R.S., & Marshall, H.H. (1984). Student perceptions of differential teacher treatment as moderators of teacher expectation effects. Journal of Educational Psychology, 76, 236–247.
5.
Bromme, R., & Brophy, J. (1986). Teachers' cognitive activities. In B. Christiansen, G. Howson, & M. Otte (Eds.), Perspectives on mathematics education (pp. 99–140). Dordrecht, The Netherlands: Reidel.
6.
Clark, C.M. (1988). Asking the right questions about teacher preparation: Contributions of research on teacher thinking. Educational Researcher, 17(2), 5–12.
7.
Clark, C.M., & Peterson, P.L. (1986). Teachers' thought processes. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255–296). New York: Macmillan.
8.
Floden, R.E., & Klinzing, H.G. (1990). What can research on teacher thinking contribute to teacher preparation? A second opinion. Educational Researcher, 19, 15–20.
9.
Fuchs, D., Fuchs, L.S., & Bahr, M.W. (1990). Mainstream assistance teams: A scientific basis for the art of consultation. Exceptional Children, 57, 128–139.
10.
Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Stecker, P.M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28, 617–642.
11.
Garner, E.F., Rudman, H.C., Karlsen, B., & Merwin, J.C. (1982). Stanford achievement test (7th ed.). San Antonio, TX: Psychological Corp.
12.
Hazel, J.S., Schumaker, J.B., Sherman, J.A., & Sheldon-Wildgen, J. (1982). Group training for social skills. A program for court-adjudicated, probationary youths. Criminal Justice and Behavior, 9, 35–53.
13.
Jenkins, J.R., & Heinen, A. (1989). Students' preferences for service delivery: Pull-out, in-class, or integrated models. Exceptional Children, 55, 516–523.
14.
Lampert, M., & Clark, C. (1990). Expert knowledge and expert thinking in teaching: A response to Floden and Klinzing. Educational Researcher, 19(5), 21–23.
15.
Lenz, B.K., Alley, G.R., & Schumaker, J.B. (1987). Activating the inactive learner: Advance organizers in the secondary content classroom. Learning Disability Quarterly, 10, 53–67.
16.
Marshall, H.H., & Weinstein, R.S. (1986). Classroom context of student-perceived differential teacher treatment. Journal of Educational Psychology, 78, 441–453.
17.
McIntosh, R., Vaughn, S., Schumm, J., Haager, D., & Lee, O. (1991, April). Observations of mainstreamed students in regular education classes. Paper presented at the meeting of the American Educational Research Association, Chicago.
18.
Reetz, L.J., & Hoover, J.H. (1992). The acceptability and utility of five reading approaches as judged by middle school LD students. Learning Disabilities Research and Practice, 7, 11–15.
19.
Reimers, T.W., Wacher, D.P., & Koeppl, G. (1987). Acceptability of behavioral interventions: A review of the literature. School Psychology Review, 16, 212–227.
20.
Reynolds, M.C., Wang, M.C., & Walberg, H.J. (1987). The necessary restructuring of special and regular education. Exceptional Children, 53, 391–398.
21.
Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers' beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28, 559–586.
22.
Schulte, A.C., Osborne, S.S., & McKinney, J.D. (1990). Academic outcomes for students with learning disabilities in consultation and resource programs. Exceptional Children, 57, 162–175.
23.
Schumm, J.S., & Vaughn, S. (1991). Making adaptations for mainstreamed students: Regular classroom teachers' perspectives. Remedial and Special Education, 12(4), 18–27.
24.
Schumm, J.S., & Vaughn, S. (in press). Planning for mainstreamed special education students: Perceptions of general classroom teachers. Exceptionality.
25.
Schumm, J.S., Vaughn, S., & Leavell, A.G. (1992). Collaborative application of the Planning Pyramid: A model for teacher growth in meeting the needs of diverse learners. Manuscript submitted for publication.
26.
Schumm, J.S., Vaughn, S., & Saumell, L. (1992). What teachers do when the textbook is tough: Students speak out. Journal of Reading Behavior, 24, 481–503.
27.
Shulman, L.S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3–36). New York: Macmillan.
28.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
29.
Singh, N.N., & Katz, R.C. (1987). On the modification of acceptability ratings for alternative child treatments. Behavior Modification, 9, 375–386.
30.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Newbury Park, CA: Sage.
31.
Vaughn, S., & Bos, C.S. (1987). Knowledge and perception of the resource room: The students' perspective. Journal of Learning Disabilities, 20, 218–223.
32.
Vaughn, S., Schumm, J.S., Niarhos, F., & Daugherty, T. (1993). What do students think when teachers make adaptations?Teaching and Teacher Education, 9(1), 107–118.
33.
Vaughn, S., Schumm, J.S., Niarhos, F., & Gordon, J. (in press). Students' perceptions of two hypothetical teachers' instructional adaptations for low achievers. Elementary School Journal.
34.
Von Brock, J.B., & Elliot, S.N. (1987). Influence of treatment effectiveness information on the acceptability of classroom interventions. Journal of School Psychology, 25, 131–144.
35.
Weinstein, R.S. (1983). Student perceptions of schooling. Elementary School Journal, 83, 287–312.
36.
Weinstein, R.S. (1985). Student mediation of classroom expectancy effects. In J.B. Dusek (Ed.), Teacher expectancies (pp. 329–350). Hillsdale, NJ: Erlbaum.
37.
Weinstein, R.S., Marshall, H.H., Sharp, L., & Botkin, M. (1987). Pygmalion and the student: Age and classroom differences in children's awareness of teacher expectations. Child Development, 58, 1079–1093.
38.
Weinstein, R.S., & Middlestadt, S.E. (1979). Student perceptions of teacher interactions with male high and low achievers. Journal of Educational Psychology, 71, 421–431.
39.
Wittrock, M.C. (1986). Students' thought processes. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 297–314). New York: Macmillan.
