The DOI matches its Crossref record.
Teacher Perceptions of the Regular Education Initiative
Abstract
A survey of 381 special and regular educators assessed perceptions and opinions surrounding the regular education initiative. Confirmatory factor analysis supported an a priori hypothesized structure of teachers' responses. Items factored into 14 categories. These factors describe issues related to preferred placement of students with mild disabilities, teachers' responsibility and ownership, teacher preparedness for meeting the needs of these students, achievement outcomes for all children, and the changes that would result from adopting the proposed consultant model rather than a pullout program. Results favored current special education practices (pullout programs) in elementary schools.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cited by
Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis
Scruggs, T. E., & Mastropieri, M. A. (1996) · Exceptional Children · doi:10.1177/001440299606300106 · Cited by 1,020
Teacher, Student, and School Attributes as Predictors of Teachers' Responses to Inclusion
Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998) · The Journal of Special Education · doi:10.1177/002246699803100405 · Cited by 406
Romi, S., & Leyser, Y. (2006) · European Journal of Special Needs Education · doi:10.1080/08856250500491880 · Cited by 225
Metadata
- Authors
- Semmel, M. I., Abernathy, T. V., Butera, G., & Lesar, S.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 1991-09
- Volume
- 58
- Issue
- 1
- Pages
- 9-24
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W2146893058
- Cited by
- 244
- References
- 0
- FWCI
- 58.08
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Teacher Perceptions of the Regular Education Initiative. https://app.cochat.ai/papers/10.1177/001440299105800102
- The paper
- Semmel, M. I., Abernathy, T. V., Butera, G., & Lesar, S. (1991). Teacher Perceptions of the Regular Education Initiative. Exceptional Children. https://doi.org/10.1177/001440299105800102
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
