Leigh J E, Huntze S L, Lamorey S
Department of Special Education, University of Missouri-Columbia 65211, USA.
J Learn Disabil. 1995 Jun-Jul;28(6):353-63. doi: 10.1177/002221949502800606.
This study investigated the extent to which a sample of 407 special education teachers addressed various topical issues with students who have learning disabilities, mental retardation, or behavior disorders. A survey instrument was employed to gather information pertaining to 45 topical issues that involve controversial or sensitive subjects typically not addressed in the traditional academic curriculum in school. Results indicated that the majority of topical issues are addressed only to a very limited extent with students with disabilities. A 3 x 2 factorial analysis of variance, followed by post hoc comparisons using Scheffé's test, indicated that topical issues are addressed to the greatest extent with students with behavior disorders and to the least extent with students with learning disabilities. Results also indicated differences in the extent to which elementary- and secondary-level students with disabilities receive information from special education teachers about topical issues, with a greater emphasis on coverage of topical issues occurring at the secondary level. Possible explanations for the findings are discussed, followed by implications for special education teachers and recommendations for future research involving topical issues education for students with learning disabilities.
本研究调查了407名特殊教育教师在多大程度上与有学习障碍、智力迟钝或行为障碍的学生探讨了各种热门话题。采用了一种调查工具来收集与45个热门话题相关的信息，这些话题涉及学校传统学术课程中通常不涉及的有争议或敏感的主题。结果表明，大多数热门话题在与残疾学生探讨时，涉及程度非常有限。通过3×2析因方差分析，随后使用谢费检验进行事后比较，结果表明，行为障碍学生对热门话题的探讨程度最高，学习障碍学生对热门话题的探讨程度最低。结果还表明，小学和中学残疾学生从特殊教育教师那里获得关于热门话题信息的程度存在差异，其中更强调中学阶段对热门话题的涵盖。讨论了这些研究结果的可能解释，随后阐述了对特殊教育教师的启示以及对未来涉及学习障碍学生热门话题教育研究的建议。
