Abstract
A 25-item questionnaire designed to elicit information regarding the roles and responsibilities of regular educators in the IEP process was completed by 37 elementary and 33 junior/senior high school educators from three New England school districts. Chi-square tests of relationship identified three factors which seemed to influence teacher involvement and attitudes towards special education and mainstreaming: (a) formal coursework in special education, (b) grade level the respondents taught, and (c) communication and sharing of responsibilities. The results suggested that regular educators should be given a more active role in (a) the multidisciplinary team decision-making process and (b) any future inservice courses designed to improve the implementation of mainstreaming.
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