Teaching is the systematic presentation of content assumed necessary for successful progress in school. In recent years, professional understanding of the principles of successful teaching has substantially increased. Teacher feedback is among the variables identified as important in studies of effective teaching practices. Little is known about the characteristics of instruction provided in special education classrooms. The focus of this research was an analysis of teacher feedback provided in self-contained special education classes serving students classified as learning dsabled, emptionally handicapped, or mentally retarded. Forty teachers in self-contained special education classes were observed during various academic instructional periods. No differences were indicated in the extent to which different types of teachers provided feedback to their students. Questions about the appropriateness of categorical grouping of students for instruction are evident in the findings of this research.
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