Perceptions des Directions d'ecole sur la Repartition Reelle et Souhaitee des Services d'Orthopedagogie pour les Eleves en Difficulte D'apprentissage (Perceptions of School Administrators on the Actual and Desired Allocation of Learning Assistance Services to Students with Learning Difficulties).

Comeau, Michelle; And Others

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Peer reviewed

ERIC Number: EJ511751

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0827-3391

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Available Date: N/A

Perceptions des Directions d'ecole sur la Repartition Reelle et Souhaitee des Services d'Orthopedagogie pour les Eleves en Difficulte D'apprentissage (Perceptions of School Administrators on the Actual and Desired Allocation of Learning Assistance Services to Students with Learning Difficulties).

Comeau, Michelle; And Others

Canadian Journal of Special Education, v10 n1-2 p104-15 1995

A survey of 160 Quebec school administrators (with 51.3 percent responding) found that respondents perceived that 13 percent of learning-assistance teachers' time was devoted to direct intervention in regular classrooms, while 27 percent was the desired amount. Consultation with regular classroom teachers and parents occupied a relatively minor amount of learning-assistance teachers' time. (JDD)

Descriptors: Administrator Attitudes, Consultants, Elementary Secondary Education, Foreign Countries, Inclusive Schools, Learning Disabilities, Regular and Special Education Relationship, Special Education Teachers, Staff Role, Time Management

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: French

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Canada

Grant or Contract Numbers: N/A

Author Affiliations: N/A