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Regular class teachers' perceptions of transition programs for EMR students and their impact on the students
Author(s) -
MacMillan Donald L.,
Meyers C. Edward,
Yoshida Roland K.
Publication year - 1978
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197801)15:1<99::aid-pits2310150119>3.0.co;2-p
Subject(s) - psychology , class (philosophy) , perception , mathematics education , legislation , cohort , academic achievement , medical education , pedagogy , medicine , computer science , political science , law , neuroscience , artificial intelligence
This study was designed to obtain the perceptions of regular class teachers who taught children who had been in EMR programs, but had been decertified (D) and returned to regular classes in response to court cases and recent legislation. A cohort of regular class (RC) students were selected for comparative purposes. It was found that D students were placed into low ability classes; yet, teachers perceived D subjects to be significantly lower than RC students in both academic achievement and social acceptance. Only a small proportion of teachers indicated that the enrollment of D students had much impact on the regular class instructional program. However, the teachers were rather critical of the services received under the auspices of a transitional program, indicating in large part that the services were either not apparent or ineffective.