Rural Secondary Teachers' Willingness to Provide Accommodations for Students with Learning Disabilities

Abstract

The authors of this study examine accommodations as one of the preconditions for inclusion, and the importance of such to ensure that secondary students with learning disabilities receive a free and appropriate public education. This study was conducted in 15 rural secondary schools in central Montana, and involved 121 secondary classroom teachers. Secondary teachers were surveyed to determine what accommodations have been provided for students with learning disabilities in the past; the accommodations teachers were willing to provide in the future; and the perception of support services provided by special education personnel. The results indicate that accommodations have been provided in the past and teachers were willing to provide accommodations in the future. Patterns in the results and recommendations for further research were discussed.