No abstract

Thirty-three suburban elementary classroom teachers were surveyed to determine their attitudes toward their mainstreamed visually handicapped students. Teachers were asked about their knowledge of the handicapping condition, materials and instructional techniques, responsibility for the students, and supportive services. Those having previous contact with the visually impaired and those who had previous exposure to special education were slightly more positive in their attitudes toward the students. On the whole, little difference was found between groups. Most teachers thought the four areas investigated were important, but showed a lack of agreement over standards that the visually handicapped student should be required to meet in the regular classroom.