Date of Award
3-29-2001
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Ruth L. Meese, Ph.D.
Second Advisor
Rachel Mathews, Ed.D.
Third Advisor
Patty Whitfield, Ph.D.
Abstract
This study examined the perceptions of general educators towards the educational placement of students with mild mental retardation within the general education classroom and the implications, if any, that the Virginia Standards of Learning (SOL) have on instructional modifications . The subjects were elementary, middle, and high school general education teachers . The data were collected through a Likert scale questionaire using both descriptive and inferential statistics tested at a .05 significance level. The results indicated no significant differences in the perceptions of SOL based on school level teaching and years of experience. However, the findings did suggest significant differences between preparedness and teaching status, inclusion perceptions and years of experience, prevalence perceptions and accommodations, and providing modifications under pressure and gender.
Recommended Citation
Duffy, Heather G., "The Effects of Inclusion and the Virginia Standards of Learning on Students with Mild Mental Retardation" (2001). Theses & Honors Papers. 295.
https://digitalcommons.longwood.edu/etd/295
Included in
Educational Assessment, Evaluation, and Research Commons, Special Education and Teaching Commons
