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ATTITUDES TO THE INTEGRATION OF DISABLED CHILDREN INTO REGULAR CLASSES: A FACTOR ANALYSIS OF FUNCTIONAL CHARACTERISTICS
Author(s) -
WARD JAMES,
CENTER YOLA
Publication year - 1987
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1987.tb03155.x
Subject(s) - mainstreaming , psychology , likert scale , developmental psychology , scale (ratio) , mathematics education , social psychology , special education , physics , quantum mechanics
S ummary . A s part of a wider study, educationists were asked to rate children with various disabling characteristics with regard to their suitability for mainstreaming. Oblique factor analyses of the resultant Likert scale data revealed five factors which are interpreted with respect to questionnaire and qualitative data. The pattern matrices for school principals, resource teachers and teachers were virtually identical. The method of using functional characteristics rather than categories is recommended as a basis for future research.