TEACHERS' ATTITUDES AND PEER ACCEPTANCE OF MAINSTREAMED HANDICAPPED STUDENTS
Abstract
This study addressed one of the major anticipated outcomes of P. L. 94-142, improved social status of mainstreamed handicapped students and certain teacher attitudes, experiential characteristics, and perceptions that were believed to have critical impact on their students' social status. Descriptive survey research techniques were used to collect data from 91 vocational home economics teachers and 1,044 students in their mainstreamed classes. A sociometric technique was used to obtain the students' social acceptance score as rated by peers. Teachers' attitudes toward handicapped persons were assessed as well as teachers' attitudes toward mainstreaming. The latter assessment was based on concerns theory and utilized stages of concern for mainstreaming. Self-report data were analyzed to determine experiential characteristics and perceptions of teachers. Statistical analyses included frequencies, t-tests, Pearson product-moment correlations and multiple regression. Lower social acceptance by peers was found for handicapped mainstreamed students. Neither sex of the handicapped student nor the number of handicapped students in a class with nonhandicapped were found to be correlated with social acceptance. No evidence in support of a correlation between teachers' attitudes toward handicapped persons and teachers' attitudes, or stages of concern, toward mainstreaming was found. A positive correlation was found between the teachers' attitudes, or stages of concern, toward mainstreaming and whether or not they were currently mainstreaming. Only the teachers' years of experience with mainstreaming and perception of amount of assistance provided the mainstreaming teacher were found to be correlated with peer social acceptance of their handicapped students; the correlation was negative. Data of this study do not support correlations between peer social acceptance paired with teachers' attitudes, other experiential characteristics including preparation for mainstreaming or personal experience with handicapping conditions/handicapped persons.
Degree
Ph.D.
Subject Area
Home economics education
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.