Relationship of Individualized Teaching Strategies to Academic Learning Time for Mainstreamed Handicapped and Nonhandicapped Students

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Abstract
The purpose of the investigation was to study Academic Learning Time (ALT) of mainstreamed handicapped and nonhandicapped students. ALT was obtained on 60 nonhandicapped and 60 mainstreamed handicapped students in elementary school physical education classes. Subjects were selected from the classes of 7 teachers classified as individualized instruction users and 7 teachers classified as nonusers. A 2 × 2 analysis of variance was used in the data analysis. Results indicated that the students in the classes of users of individualized instruction were engaged in a significantly greater amount of ALT than were students of nonusers. There was no significant difference in the amount of ALT engaged in by mainstreamed handicapped and regular students.