Similarities And Differences In Instructional Tactics Used By Teachers Of Tmr And Pmr Students

Abstract

Questionnaires seeking information about instructional practices and related data were answered by 67 teachers of trainable mentally retarded students and 45 teachers of profoundly mentally retarded students within the State of Florida. The questions presented were contained within seven categories including personal/professional information, professional preparation, classroom teaching activity, classroom management, evaluation, interaction with other professionals, and interaction with parents. Responses were analyzed in two ways. In the first, items were found that were answered positively by a majority of teachers in both groups. In the second, differences in responding to each item were analyzed using the chi-square test statistic. Answers that differed (p < .05) were reported. The ensuing discussion focused on common and unique pre-service and in-service training needs of the teachers of these populations.

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