Homework: A review of special education practices in the southwest.

SelectedWorks Author Profiles:

H. William Heller

Document Type


Publication Date


Date Issued

January 1988

Date Available

July 2014




Although homework appears to be an effective part of public school education in America for students with and without handicaps, there is little information available on the implementation of homework practices for handicapped students. In this study, survey responses from 1270 teachers and administrators in four southeastern states, processed through factor analysis, indicate that there were four major factors associated with homework (Value, Obstacles and Implementation, Frequency, and Feedback). Analysis of variance of the four factors against demographic variables (independent variables) revealed other significant differences. Results are discussed in light of the practical implications of homework for public-school students with handicaps.


Abstract only. Full-text article is available only through licensed access provided by the publisher. Published in Teacher Education and Special Education, 11(2), 43-51. DOI: 10.1177/088840648801100201 Members of the USF System may access the full-text of the article through the authenticated link provided.




Sage Publications, Inc.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.