Abstract
The purpose of this study was to investigate the difference in effectiveness of two inservice training programs for preparing teachers and administrators to implement individualized instruction and mainstreaming at the elementary school level--one geared to competency-based modeling; the other, a conventional approach.The competency-based modeling program was individualized for each teacher and presented in a model classroom in five days, with released time and paid substitutes. The training was followed by a year of support service to teachers and administrators by the investigator as an on-site trainer providing continuous reinforcement of the concepts and skills presented in the training program.The conventional approach was implemented following a standard inservice format in ten half-day sessions presented after the working day and on week-ends by two trainers. Three special education teachers were added to the staff to provide support for students and teachers; additional support was also provided by a Staff Development Resource Center upon request.The sample consisted of 51 teachers and 4 administrators in two elementary schools. Two research instruments were used: a Semantic Differential Attitude Inventory measuring attitudes toward (1) individualized instruction, (2) mainstreaming, and (3) exceptional children; and a Knowledge Assessment Inventory specially devised to measure teacher knowledge of individualized instruction and mainstreaming.More specifically, the following hypotheses were tested (alpha = .05): (H(,1)) Participants in the competency-based modeling program will display more positive attitudes, as measured by the Semantic Differential Attitude Inventory, than participants in the conventional inservice program with respect to: (H(,1a)) individualized instruction, (H(,1b)) mainstreaming, and (H(,1c)) exceptional students. This hypothesis was not supported by study findings. (H(,2)) Participants in the competency-based modeling program will display greater knowledge of individualized instruction and mainstreaming, as measured by the Knowledge Assessment Inventory, than participants in the conventional inservice program. This hypothesis was supported by findings. (H(,3)) Participants in the competency-based modeling program will display pre- to post-test gains as measured by the Semantic Differential Attitude Inventory and the Knowledge Assessment Inventory with respect to: (H(,3a)) attitudes toward individualized instruction, (H(,3b)) attitudes toward exceptional students, (H(,3c)) attitudes toward mainstreaming, and (H(,3d)) knowledge of individualized instruction and mainstreaming. This hypothesis was supported by study findings.The following conclusions appear warranted: (1) The competency-based modeling and the conventional inservice approach for training teachers appear equally effective in developing positive attitudes toward individualizing instruction, mainstreaming, and exceptional students. (2) However, the competency-based modeling approach is more effective than the conventional inservice training approach for increasing knowledge of individualized instruction and mainstreaming. (3) To the extent that, by comparison to its conventional counterpart, the competency-based program is (1) less costly to implement, (2) equally effective in promoting positive attitudes toward individualized instruction, mainstreaming and exceptional students, and (3) more effective in promoting knowledge of individualized instruction and mainstreaming, it can be concluded that the competency-based modeling approach is a more efficient model for implementing the mandates of Public Law 94-142.