General Education Teachers' Assumptions about Learning and Students with Learning Disabilities: Design-of-Instruction Analysis

Abstract

Teachers' beliefs about learning and their ability to effect change largely influence classroom practice. In this study, we examined the theoretical, personal, and instructional assumptions of 29 general educators through a design-of-instruction and instructional efficacy framework. A three-part sequence of tasks (i.e., assignment of points to a theoretical model and analysis and modification of a curricular lesson) was used to examine primary and elementary educators' attributions and assumptions regarding the role of instructional tools (e.g., published programs) in student learning and teachers' ability to effect change. Findings indicate that general educators: (a) ascribe substantial emphasis to within-learner variables, (b) question the adequacy of commercial curricular programs for students with learning disabilities, and (c) believe they have adequate knowledge and skills to rectify the limitations of commercial curricular lessons for students with learning disabilities.

Perceptions and knowledge of preservice and inservice educators about early reading instruction

“…Educators in both groups who felt more positive about implicit code instruction seemed to feel more prepared to teach using whole language. These findings are particularly important because research on teachers' sense of efficacy suggests that educators who express a greater sense of preparedness are more willing to innovate in their approach to teaching (Smylie, 1988) and are more likely to perceive their instruction as integral to improving outcomes for struggling learners (Simmons, Kame'enui, & Chard, 1996).…”

Educational Inclusion of Children with Severe Disabilities

“…For example, teachers have indicated more hostile responses to including students with mental retardation, learning disabilities, and behavioral disorders than to including those with social or physical disabilities or hearing impairments (Soodak, Podell, & Lehman, 1998;Wilczenski, 1992). Research has documented teacher perceptions of responsibility for learning as being determined by the learner as opposed to the curricular material, despite extensive research demonstrating the powerful effects of well-designed instructional materials for students with disabilities (Simmons, Kameenui, & Chard, 1998). Olson, Chalmers, and Hoover (1997) interviewed general education teachers who had been identified as effective inclusionists by principals and special educators.…”

Toward a Science of Professional Development in Early Reading Instruction

“…During the 1980s, tremendous interest developed around the influence of teachers' perceptions of their effectiveness and its influence on their teaching (Gibson & Dembo, 1984;Smylie, 1988). This interest was fueled in part by the inescapable notion that intervention effectiveness is dependent on teacher effectiveness, which, in turn, is dependent on teachers' beliefs and assumptions (Simmons, Kame'enui, & Chard, 1998). This focus on perceptions of practice relies on Bandura's (1977) early work on perceptions and their influence on human behavior.…”

“…This is considered a general expectation as it reflects teachers' expectations for all teachers and, therefore, may or may not reflect beliefs about their own effectiveness (Denham & Michael, 1981). A more personal efficacy expectation would be a teacher's assessment of his or her own ability to teach effectively (Simmons et al, 1998). Researchers have referred to these two belief areas as general teaching efficacy and personal teaching efficacy (Ashton & Webb, 1986;Gibson & Dembo, 1984).…”