A Tale of Two Teachers: Changing Teacher Commitment to Mainstreaming

Mainstreaming: Teachers’ Attitudes when they have no choice about the matter

“…Harvey and Green (1984) found that teachers who had had experience with handicapped students were slightly more favourably disposed toward mainstreaming than those without such experience and were more at ease with these students. Physical education teachers who had taught handicapped children were generally happier about mainstreaming (Marston & Leslie, 1983) although Salend and Johns (1983) found this to be true only when mainstreaming "worked". According to Frith and Edwards (1981) experience with the handicapped leads to more knowledgeable comments about mainstreaming; teachers who had taught such children were concerned about curriculum materials whereas those without this experience identified their major concern as how to cope with toiletting.…”

Collaborative Training in the Education of Early Childhood Educators

“…A special education teacher's positive and helpful approach toward integration of children with disabilities in the regular preschool class can affect the attitude of the classroom teacher not only about integrating a particular child but also toward the principle of mainstreaming itself (Salend & Johns, 1983). A related aspect of this resource role is knowledge of successful transition practices when transferring the child with disabilities from a segregated to an integrated preschool setting.…”

Mainstreaming or Mainlining

“…Similarly, Salend and Johns (1983) found a relationship between a mainstreamed student's behavior and a teachers' attitude toward mainstreaming. However, the Wilkes et al (1979) and Salend and Johns (1983) studies did not precisely describe the specific behaviors that determine a student's readiness for mainstreaming.…”

“…They concluded that a student's behavior was considered more important than academic performance in deciding whether or not he or she is ready for entry into the regular classroom (Wilkes, Bireley, & Schultz 1979). Similarly, Salend and Johns (1983) found a relationship between a mainstreamed student's behavior and a teachers' attitude toward mainstreaming. However, the Wilkes et al (1979) and Salend and Johns (1983) studies did not precisely describe the specific behaviors that determine a student's readiness for mainstreaming.…”