Misconceptions of Regular Classroom Teachers about Physically Handicapped Students

Frith, Greg H.; Edwards, Raleigh

doi:10.1177/001440298104800217

Cited by 10 publications

(6 citation statements)

References 3 publications

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“…Comparisons between respondents with some personal experience of handicapped persons and those with no such contact substantiate findings by Frith and Edwards (1981), Harvey and Green (1984), and Marston and Leslie (1983), that this type of experience is significantly associated with more positive attitudes towards mainstreaming (with the exception of the behaviourallydisturbed). How best to deal with persistently behaviour-disordered youngsters has always been a source of stress for teachers; that no specialist provisions for more serious cases will now be available will do nothing to alleviate their anxieties.…”

Section: Discussionsupporting

confidence: 69%

“…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. Similarly Schultz (1982) found that planning for individual differences was the main concern of his sample of 300 teachers with experience in mainstreaming; Vandivier and Vandivier (1981), however, reported no relationship between attitude and previous mainstreaming experience and Allen (1978) demonstrated that, in her preservice sample, those with previous experience of the handicapped expressed more negative attitudes toward this policy.…”

mentioning

confidence: 99%

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

Harvey¹

1985

The Exceptional Child

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Section: Discussionsupporting

confidence: 69%

mentioning

confidence: 99%

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

Harvey¹

1985

The Exceptional Child

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“…Empirical support for this hypothesis is mixed. Some studies have suggested that contact/experience with individuals with handicaps has a positive effect on attitudes (Efron & Efron, 1967;Frith & Edwards, 1981), while other studies have failed to find this effect (Gottlieb & Corman, 1975;Jordan & Proctor, 1969; . Kuhn, 1971;Panda & Bartel, 1972).…”

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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“…Much of this anxiety and concern can probably be attributed to a lack of previous interaction with Integration of physically disabled students 257 physically handicapped students. In a study by Frith and Edwards (1981) comparisons were made between forty-six regular classroom teachers who had never taught physically handicapped students and thirty-two regular classroom teachers who had such teaching experience. A questionnaire listing ten potential problem areas was given to both groups.…”

Section: Attitudes and Attitude Modificationmentioning

confidence: 99%

Integration of physically disabled students

Stukát¹

1993

European Journal of Special Needs Education

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The article reviews research in four areas: impact of integration on children's self-concept, attitudes toward physically disabled children, effects on their school achievement and teacher reactions to integration. Research evidence suggests that being together with non-disabled peers makes the disabled child more aware of his physical impairment and restraints. But there are also signs indicating that psychological factors essential for a positive self-evaluation are activated to a higher degree in the integrated environment. With respect to attitudes of peers there are some, although not conclusive, results suggesting positive influence of integration. Research on school achievement demonstrates the great variability among the physically disabled pupils, in comparison with which the impact of school placement is relatively minor. Teacher opinions about integration of physically disabled pupils are mainly positive, but if the handicap is severe integration is considered possible only with a rich supply of teaching material, reduced class size and support from specialists. The review concludes with glimpses from reports on practical experience with integration.

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Misconceptions of Regular Classroom Teachers about Physically Handicapped Students

Cited by 10 publications

References 3 publications

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

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

Attitudes of Mothers and Fathers of Nonhandicapped Children

Integration of physically disabled students

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