Use of Time by Teachers in Various Types of Special Education Programs.

ABSTRACT The purpose of this study was to investigate the time spent providing direct service and indirect service by (a) teachers in categorical classes for students with learning disabilities, mild mental retardation, and behavior disorders and (b) teachers in cross-categorical classes. Results indicated that teachers of students with learning disabilities and teachers in cross-categorical classes spent significantly greater percentages of time providing indirect services to their students than did teachers of the other types of disabilities. Results also indicated that teachers of students with learning disabilities and teachers in cross-categorical classes have increased their use of indirect service during the last three years more than teachers of students with behavior disorders. Reasons for change in percentage of time in indirect or direct service did not vary among the groups of teachers. Implications and further research needs are discussed.