The Effects of Classroom Reading Performance Data on General Education Teachers' and Parents' Attitudes About Reintegration

Abstract

This study investigated the effects of providing reading performance data on teacher and parent attitudes toward reintegration. Subjects were 23 general education teachers and 40 parents of 61 students served in special education resource room programs. Reading performance data included curriculum-based measurement oral reading and maze scores, compared to the scores of low-reading group members, as well as special education teachers' ratings of students' readiness for reintegration. Results showed significant changes in general education teachers' willingness ratings. Changes in general education teachers' attitudes were explained by their initial attitudes and the special education teachers' readiness ratings. Parents' attitudes toward reintegrating their own children, which were negative initially, were unchanged by student performance information. Implications of the results on current reintegration practices and future research are discussed.