The status of programs serving students with specific learning disabilities (SLD) was investigated via questionnaires completed by 144 SLD teachers in Virginia. Categories explored included: (1) teachers' knowledge and perceptions of LEA policies and administrative procedures, (2) time allocated to various job-related activities and instructional areas, (3) evaluation of program resources, (4) frequency of communications concerning student educational needs and progress, and (5) teacher recommendations for program improvement. Findings raise serious questions concerning instructional intensity and scope in addition to procedural issues related to compliance with federal and state regulations.
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