General Education Academic Teachers' Perceptions and Expectations

Teachers were asked their perceptions of the appropriateness of placement for students with mental retardation in their general education classes. Almost half (45 percent) of students with mental retardation who took general education academic classes had teachers who considered their placement in those classes to be "very appropriate," and 38 percent were considered to have "somewhat appropriate" placements (table 12). However, placement in a general education academic class was considered "not at all appropriate" or "not very appropriate" for 16 percent of students with mental retardation. In terms of teacher expectations, 84 percent of students with mental retardation were expected to keep up with other students in the class; however, teachers reported that significantly fewer students with mental retardation (54 percent) who were expected to keep up, were able to do so (p < .001).

Considering differences in parent-reported cognitive functioning, general education teachers perceived the placement of high-functioning students with mental retardation to be "very appropriate" for 46 percent of these students, "somewhat appropriate" for 33 percent, and "not at all" or "not very appropriate" for 21 percent of high-functioning students. Among moderate-functioning students with mental retardation, 54 percent were considered by their general education teachers to have "very appropriate" placement, 41 percent were considered to have "somewhat appropriate" placement, and 5 percent were considered to have "not at all" or "not very appropriate" placement. Further, 80 to 91 percent of high- and moderate-functioning students with mental retardation were expected to keep up with other students in the class, whereas 48 to 69 percent of students were actually reported to do so.