Topical Issues Education

Abstract

This study investigated the extent to which a sample of 407 special education teachers addressed various topical issues with students who have learning disabilities, mental retardation, or behavior disorders. A survey instrument was employed to gather information pertaining to 45 topical issues that involve controversial or sensitive subjects typically not addressed in the traditional academic curriculum in school. Results indicated that the majority of topical issues are addressed only to a very limited extent with students with disabilities. A 3 · 2 factorial analysis of variance, followed by post hoc comparisons using Scheffe's test, indicated that topical issues are addressed to the greatest extent with students with behavior disorders and to the least extent with students with learning disabilities. Results also indicated differences in the extent to which elementary- and secondary-level students with disabilities receive information from special education teachers about topical issues, with a greater emphasis on coverage of topical issues occurring at the secondary level. Possible explanations for the findings are discussed, followed by implications for special education teachers and recommendations for future research involving topical issues education for students with learning disabilities.