Special Educator Predictions of Regular Class Teacher Attitudes Concerning Mainstreaming

Abstract

The purpose of this investigation was to determine whether special educator predictions of regular class teacher attitudes toward mainstreaming were significantly different from actual attitudes expressed by regular educators. To that end, a group of special educators was asked to predict regular educator colleague responses to a questionnaire designed to elicit attitudes about several aspects of the mainstreaming concept and process. Resulting data were submitted to factor and discriminative analysis. Results indicated that nearly half of the special educator group was unable to predict regular educator responses. Special educator prediction consistently underestimated the positiveness of regular education colleagues concerning several aspects of the mainstreaming process. Implications for further research and for carrying out consultation services effectively are presented.The least restrictive environment mandates of PL 94-142 have necessitated close working relationships between regular and special educators

Inclusion of Children with Hearing Impairment in Schools: A Survey on Teachers’ Attitudes

“…However, there are constraints in implementing these reforms by their society as reflected by the poor scores in domain 2. These results are supported by the study done by Diebold and Trentham (1987) which investigated teacher attitudes towards inclusion in Alabama. It stated that regular educators were positive regarding willingness to teach students with disabilities, and felt confident about skills and sufficiency of time in carrying out the mainstreaming programme in the regular classroom, and about the effects of teacher inputs towards the educational programme.…”

“…Diebold and Trentham (1987) investigated teacher attitudes toward inclusion in Alabama, and found that regular educators were positively inclined towards teaching students with disabilities, were confident about their skills and sufficiency of time to carry out the mainstreaming programme in the regular classroom, and about the effects of teacher inputs in the educational programme. Zambelli and Bonni (2004) also stated that two factors are important in the formation of positive attitudes towards inclusion, namely, increased knowledge and information about school inclusion and disabilities.…”

Inclusion in Elementary Schools

“…These results appear to contradict results of a study by Diebold and Trentham (1987), which investigated teacher attitudes toward inclusion in Alabama. The regular educators in this study were positive regarding willingness to teach students with disabilities, feelings of confidence about skills in carrying out the mainstreaming program in the regular classroom, sufficiency of time for carrying out the mainstreaming program, and effects of teacher input into the educational program.…”