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Abstract

This article summarizes the results of a longitudinal study designed to identify teaching practices associated with desired outcomes for mildly handicapped students educated in regular classroom settings. The research represents an attempt to extend process/product research findings to the education of mainstreamed students by providing a research base for identifying the teaching competencies necessary for teaching mainstreamed students. The research design called for development of a comprehensive list of effective teaching behaviors derived from process/product research, selection of teachers effective with mainstreamed students, identification of common teaching practices of the effective teachers, and completion of a correlational study to determine the relationship between the effective teaching behaviors identified and various performance outcomes for mainstreamed students. A descriptive profile of the teacher effective with mainstreamed students is presented which is notably similar to that of the effective teacher in general.

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References

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Effective Teaching for Mainstreamed Students Is Effective Teaching for All Students

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