Abstract
The results of a self-appraisal survey of reading specialists regarding their preparation for education in the least restrictive environment are reported. A 20-item survey was administered to 100 Title I program directors and to 50 Title I reading teachers selected by a stratified, random selection process. The survey data were factor analyzed with four factors emerging. The subsequent analyses for differences between respondents were tested by analyses of variance. Results indicated that over one-half of the Title I program directors judged themselves not adequately prepared concerning the nature of exceptional children and the preparation of an individualized educational program. Results also indicated that approximately 90 percent of the Title I reading teachers surveyed judged themselves not adequately prepared to teach all types of handicapped children.
Published Version
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