| Research has shown that in Catholic schools across the United States, nearly 2.6 million students enrolled have learning disabilities (United States Conference of Catholic Bishops, 2002). These findings demonstrate that measures must be taken to ensure that the proper educational interventions and resources are given at the earliest point, specifically the primary grades. Few studies have investigated special education at the primary level and even less have focused on Catholic education. The focus of this research was primary level students with suspected or diagnosed learning disabilities (LD).;This study sought to examine five areas: (1) It examined teacher perceptions of suspected or diagnosed LDs; (2) the extent to which schools implemented support programs; (3) academic interventions for students with LD; (4) the roles of the teacher; and, (5) teacher preparation in relation to academic success of students with suspected or diagnosed LD. The samples used for this study were 73 primary level (K-2) classroom teachers and specialists from 28 Catholic elementary schools in Northern California. Data were collected using a 90-item survey developed by the researcher. Frequencies and means were reported and descriptive statistics were used to analyze the data.;It was concluded from the study that many teachers (ranging from 37.3%--87.6% depending on the LD) identified all 11 of the LDs examined for three or more students. It was concluded from the study that more than two-thirds of the survey respondents (82.1%) indicated that some type of special education support program or resource class was provided. Programs varied from pull-out to push-in, counseling, tutoring, and small group. Likewise, all respondents reported the implementation of academic interventions but the execution of interventions were specific to individual schools and teachers. Twenty-eight interventions (56%) were readily implemented. In addition, most teachers (83.4%) agreed that they were more confident referring students for outside support rather than implementing the interventions themselves. The majority of the respondents (72.5%) were confident in collaborating with specialists for pull-out programs. The study concluded that, while the participants were veteran teachers (teaching 10 or more years) with the majority holding graduate degrees, many were not specifically prepared to work with students with special needs. Teachers cited alternative means of preparation, such as personal experience, familial relationships, and affiliations with professional organizations.;It was found that historical factors, including teacher preparation programs and credential requirements of the past that did not emphasize special education, may have influenced teacher perspectives. Questions regarding the appropriateness of early intervention and, specifically, academic interventions at the primary level were raised warranting further study. |
