Teacher Attitudes toward Handicapped Children and Regular Class Integration

Harasymiw, Stefan J.; Horne, Marcia D.

doi:10.1177/002246697601000408

Cited by 57 publications

(13 citation statements)

References 14 publications

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“…As a precursor, university training programs need to ensure that as they prepare preservice teachers to serve children to the best of their ability, it is important that they provide frequent opportunities for them to have contact with children who are disabled to heighten professional sensitivity and knowledge. Research examining the effects of educating teachers about disabilities as well as training opportunities to work with children may reduce the effects of negative reactions or poor evaluations of student performance (Graham & Dwyer, 1987;Harasymiw & Horne, 1976).…”

Section: Discussionmentioning

confidence: 99%

The ADHD label, analogue methodology, and participants' geographic location on judgments of social and attentional skills

Koonce

Cruce

Aldridge

et al. 2004

Psychology in the Schools

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Two hundred fifty-nine preservice teachers at a medium-sized university in the Southwest participated in the current study. The participants were randomly assigned to a labeled condition, Attention Deficit Hyperactivity Disorder, or nonlabeled condition, and were presented a vignette in one of three forms: a written case study, a video clip, or a written case study with a video clip. The vignette described an elementary school aged child displaying disruptive behavior, while the video portrayed a similar aged child exhibiting disruptive behavior in the classroom. Following the presentation of the vignette, participants made judgments about the child's social skills and attentional skills by completing an examiner-made rating scale. There was a significant main effect for the label condition on judgments of attention; participants in the labeled condition made significantly more negative judgment than did those in the nonlabeled condition. There were also significant main effects for the participants' high school location and vignette treatment.

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Section: Discussionmentioning

confidence: 99%

The ADHD label, analogue methodology, and participants' geographic location on judgments of social and attentional skills

Koonce

Cruce

Aldridge

et al. 2004

Psychology in the Schools

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“…In other instances, instruments either contained items which did not appear to meet criteria for attitudinal statements (Harasymiw and Home, 1976) or presented validation evidence which seemed insufficient (Jordan and Proctor, 1969).…”

Section: University Of Georgiamentioning

confidence: 99%

The Cross Validation of the Attitudes Toward Mainstreaming Scale (ATMS

Berryman¹,

Neal²

1980

Educational and Psychological Measurement

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The eighteen-statement Attitudes Toward Mainstreaming Scale (ATMS) was cross validated through a principal axis factor analysis procedure. The 159 subjects comprising the original sample and the 164 subjects comprising the cross-validation sample included both preservice students and inservice teachers representing seventeen teaching fields. The same three factors, named Learning Capability, General Mainstreaming, and Traditional Limiting Disabilities, emerged from the analysis of each sample. Cronbach alpha reliability coefficients for the total scale were .89 and .88 for the two samples ; those for the factors ranged from .76 to .84. Pearson correlations between individual factors and total scale scores ranged from .81 to .86 with factor intercorrelations ranging from .42 to .55. These results seem to indicate that enough evidence exists concerning the reliability and factorial validity of this scale to justify the use of the ATMS in further studies of attitudes toward mainstreaming. EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1980,40 THE practice of &dquo;mainstreaming,&dquo; integrating disabled students into the regular classroom, is an important aspect of the implementation of the Education for All Handicapped Children Act of 1975. As the actual use of mainstreaming becomes more prevalent, it becomes increasingly important to evaluate the attitudes of those individuals intimately concerned with the process (Moore and Fine, 1978).The literature, including compilations of measurement reviews, offers no evidence that a viable scale of attitudes toward mainstreaming currently exists. In most instances, instruments used to measure atti-1 Appreciation is expressed to Alice E. Klein, who provided both general advising and editing and specific assistance with statistical procedures, and to Robert A. Hawley, who assisted with data processing.

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“…Children with mental retardation, emotional disturbance, and behavior disorders seem to engender the most concern related to mainstreaming in the view of teachers and administrators (Antonak, 1980;Davis, 1980;Harasymiw & Horne, 1976;Horne, 1983). In general, the more severe the mental retardation, the more negative the attitude (Davis, 1980;Gottlieb & Siperstein, 1976).…”

mentioning

confidence: 99%

Attitudes of Mothers and Fathers of Nonhandicapped Children

Green

Stoneman²

1989

Journal of Early Intervention

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This study examines the attitudes of a group of parents of nonhandicapped children toward preschool mainstreaming, focusing on individual and demographic correlates of parent attitudes. Attitudes held by mothers and fathers were examined separately. Maternal attitudes were related to the positiveness (but not the overall amount) of their experiences with handicapped individuals, famiy income, education, age, and age of the nonhandicapped child. Only one significant correlation was found for fathers. Attitudes held by mothers and fathers were positively correlated. Preschoolers with severe mental retardation, emotional disturbance, or behavior problems elicited the most concern from parents relating to mainstreaming. Perceived benefits and drawbacks to mainstreaming are presented.Although preschool mainstreaming has received much attention in the literature, one relatively neglected area of research concerns the attitudes of parents of nonhandicapped young children toward mainstreaming. This was noted by Blacher and Turnbull in 1983 and still remains true. Understanding the attitudes and concerns of these parents is important as efforts are made to expand mainstreaming into a greater variety of community settings.Research focusing on parents of handicapped preschool children (Blacher & Turnbull, 1982; suggests that these parents generally hold positive attitudes toward mainstreaming. A study by Turnbull, Winton, Blacher, and Salkind (1983) examined the attitudes of parents of handicapped and nonhandicapped children involved in a mainstreamed public school kindergarten and found many similarities in the views of the two groups of families toward the benefits and drawbacks of mainstreaming. This study, however, did not include parents of nonhandicapped children not attending mainstreamed classes. This latter group is especially important to an understanding of the attitudes and concerns of preschool and day care parents that may facilitate or impede attempts to integrate these programs.

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Teacher Attitudes toward Handicapped Children and Regular Class Integration

Cited by 57 publications

References 14 publications

The ADHD label, analogue methodology, and participants' geographic location on judgments of social and attentional skills

The ADHD label, analogue methodology, and participants' geographic location on judgments of social and attentional skills

The Cross Validation of the Attitudes Toward Mainstreaming Scale (ATMS

Attitudes of Mothers and Fathers of Nonhandicapped Children

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