Date of Award
4-12-2000
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Patricia R. Whitfield, Ph.D.
Second Advisor
Stephen C. Keith, Ed.D
Third Advisor
Ruth L. Meese, Ph.D.
Abstract
The purpose of this study was to determine the sources of homework modifications made by general education teachers for special education students in their classes. A survey questionnaire was sent to 106 middle and high school teachers in the Spring of 2000. The questionnaire asked about the ways that teachers decided on modifications in the area of homework. Data were analyzed using descriptive statistics and t tests to determine statistical significance. Results indicated that teachers often do not feel adequately trained to make modifications and that modifications for homework may not be included in the Individualized Educational Program. In order of frequency, teachers most often make up their own modification, talk to the special education teacher, talk to the student, or less frequently, talk to other general education teachers regarding homework modifications. Least frequently they talk to the student's parents about modifications to be made.
Recommended Citation
Slater, Amanda Brooke Sterling, "Sources of Homework Modifications for General Education Teachers Teaching Mainstreamed Students" (2000). Theses & Honors Papers. 176.
https://digitalcommons.longwood.edu/etd/176
