Premium
Attitudes toward mainstreaming: A status report and comparison of regular and special educators in New York and Massachusetts
Author(s) -
Knoff Howard M.
Publication year - 1985
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198510)22:4<410::aid-pits2310220410>3.0.co;2-s
Subject(s) - mainstreaming , special education , psychology , perception , mathematics education , inclusion (mineral) , state (computer science) , pedagogy , medical education , developmental psychology , social psychology , medicine , neuroscience , algorithm , computer science
Four hundred regular and special educators from New York (a categorical labeling state) and Massachusetts (a noncategorical labeling state) were surveyed on their mainstreaming attitudes and perceptions of handicapped exceptional children. Among the topics investigated were educators' attitudes toward the effects on these children of different educational placements, their reactions to integrating these children into regular classrooms, their knowledge of their special education responsibilities, and their inclusions in their building‐level special education processes. Results, implications, and future research directions are discussed, so that services to handicapped exceptional children can be improved and implemented.