Faculty of Education - Theses

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Type: Masters Research thesis × Start date: 2000 × End date: 2000 × Subject: 1995 ×

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    Regular primary teachers' perceptions of their involvement in the program support group process
    Howes, Zoe L. ( 2000)
    The placement of students with disabilities into regular schools has occurred with the support of both government and education department administrative initiatives. The Victorian Education Department cemented its commitment to educating students with disabilities in 1995 by producing Program Support Group Guidelines for Students with Disabilities and Impairments to be followed by all teachers, professionals and parents involved in educating students with disabilities. Regular education teachers have been expected to be willing and prepared to work with students with disabilities. The changing school population resulted in their roles and responsibilities being dramatically altered. As members of the Program Support Group (PSG) group, they are required to take part in group decision making, implement recommendations made at the meetings and work closely with other professionals and parents. The dynamic status of this evolving partnership with parents and professionals has created a constant need for teachers to develop skills in group decision making, time management, clarity of roles, goal oriented planning and program development. Education departments must become aware of these needs and respond to them accordingly. The purpose of this study was to examine regular primary teachers' in the Western Metropolitan Region perceptions of their involvement in the PSG process. A mail survey was used to measure teachers' participation in and satisfaction with their role in the PSG process. Training and experience variables were examined to determine the relationship with participation and satisfaction. The factors identified and examined were: clarity of roles, clarity of goals, allotted time and in-service training. The final section of the questionnaire invited comments and recommendations from participants which might assist them with participating further in the process and in becoming more satisfied with the process. The data obtained was analysed using multiple regression analysis. Several findings emerged from the study. The results of the analysis were in keeping with the related literature examined. Firstly, many of the survey respondents had zero hours in-service training pertaining to group/team decision making and planning and implementation of the PSG process. Many of the written comments stressed the need for more in-service training. Secondly, multiple regression analysis established that as more time is allotted for decision making, teachers become more involved and satisfied with the PSG process. The importance of time in implementing the PSG process was also very clearly expressed in the written comments. Thirdly, the analysis revealed that when PSG goals are clearly explained satisfaction with the PSG process increases. Lastly, both the statistical data and the qualitative data indicate that support services are a necessary component in the successful execution of the PSG process.