Acceptance—Rejection and <i>Exceptionality</i>

Kvaraceus, William C.

doi:10.1177/001440295602200806

Cited by 17 publications

(7 citation statements)

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“…These behaviors were considered to be positive characteristics, but perhaps this businesslike nature would more likely occur among people who preferred structured, controlled classroom situations. If so, one might suspect that older teachers would score lower on the Ambi- (Dickstein and Dripps, 1958;Haring et al, 1958;Kvaraceus, 1956;LaBue, 1959;Murphy, 1960;Palmerton, 1967) found positive relationships between knowledge and attitudes. In the present study, however, there was a nonsignificant negative relationship between knowledge of handicapping conditions and attitudes toward disabled persons.…”

Section: Relationships Of Selected Variablesmentioning

confidence: 99%

Characteristics of Teachers Implementing Home Economics Programs for Physically Handicapped Students

Redick

Hughes

1981

Home Economics Research Journal

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The purpose of this exploratory study was to ascertain selected attitudes, characteristics, and instructional behaviors of teachers implementing home economics programs for physi cally handicapped students. Twenty‐six teachers employed in fifteen public day or residential schools in six Midwestern states made up the deliberate sample. Data were collected by observation, questionnaires, and selected attitudinal and knowledge devices. On the Analysis of Teaching Instrument, teachers scored highest on items which involved students in the learning process, provided a combination of activities, and exhibited concern for their pupils. Less experienced teachers tended to score higher on the Analysis of Teaching Instrument and the Ambiguity Tolerance Scale, whereas more experienced teachers scored higher on the Attitude Toward Disabled Persons Scale. While teachers considered knowledge of handicap ping conditions and contact with disabled persons important, they did not score high on instruments which measured these characteristics; they did score high on the attitudinal device. Results suggest that teachers of mainstreamed classes need to have a command of the subject matter presented, basic knowledge of handicapping conditions, and training which includes experiences that foster realistic, positive attitudes by working with and teaching handicapped students.

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Section: Relationships Of Selected Variablesmentioning

confidence: 99%

Characteristics of Teachers Implementing Home Economics Programs for Physically Handicapped Students

Redick

Hughes

1981

Home Economics Research Journal

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“…For example, several studies point to teachers' general feeling of "uneasiness'' in teaching children with ID. Kvaraceus (1956) found that teachers think they know less about children with ID, and when given the choice, prefer not to teach children with ID. Further, more than 20 years later, Guerin (1979) found that teachers felt less comfortable having children with ID in their classroom than other disability groups, such as children who are "educationally handicapped'' (learning disabled).…”

Section: Teachers' Attitudesmentioning

confidence: 96%

Handbook of Intellectual and Developmental Disabilities

Jacobson¹,

Mulick²,

Rojahn³

2007

Issues on Clinical Child Psychology

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“…The selection of an instrument was based on those tests (Glass & Meckler, 1972;Haring, Stern, & Cruickshank, 1958;Cowen et ale 1967;Blake, 1971;Kvaraceus, 1956;Siller et al, 1969;& Poulos, 1971) Wandt (1952), DeLeo (1976) and Vacc and Kirst (1977) who found that a relationship existed between attitudes and behaviors of teachers who worked with Educable Mentally retarded students and emotionally disturb~d students. The scale items were designed to measure teacher attitudes toward the classroom behaviors of hearing-impaired students.…”

Section: Instrument Selectionmentioning

confidence: 99%

A study of the modification of teachers' attitudes toward the hearing-impaired using two different types of treatment workshops

McClain¹

2000

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This ~xperimental study grew out of the ideas gleaned from a review of literature which indicated that the attitudinal role of the classroom teacher serves as a model 2 for students. A justification of the need to modify behaviors toward the hearing-impaired became apparent.The significance of effective workshop procedures could result in notable implications for school district planning and implementation of an in-service education plan.An experimental study was conducted to determine if teacher attitudes toward the hearing-impaired can be modified using two types of in-service workshops, passive versus active participation.Three groups of randomly selected regular classroom teachers at the elementary level from a West coast suburban school district were used for this investigationOne group served as a control, a second group participated in active involvement workshops regarding the hearing-impaired student, and the third group attended passive involvement workshops regarding the hearingimpaired student.Immediately following the workshops, participants were administered two scales designed to measure attitudes toward the hearing-impaired.The research hypothesis for the study was that not all subpopulation means of the scores of teachers for both scales will be equal.

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Acceptance—Rejection and Exceptionality

Cited by 17 publications

References 0 publications

Characteristics of Teachers Implementing Home Economics Programs for Physically Handicapped Students

Characteristics of Teachers Implementing Home Economics Programs for Physically Handicapped Students

Handbook of Intellectual and Developmental Disabilities

A study of the modification of teachers' attitudes toward the hearing-impaired using two different types of treatment workshops

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