Teacher Attitudes toward the Educable Mentally Retarded

Abstract

The object of this study was to learn more about teacher attitudes held toward one group of exceptional children, the educable mentally retarded, prior to the implementation of the California Master Plan for Special Education. 60 experienced majority and minority EMR and regular class teachers completed a questionnaire containing the Multidimensional Attitude Scale on Mental Retardation. The EMR teachers as a group and the regular class teachers as a group did not differ in their attitudes toward retarded pupils, a finding consonant with other research. ANOVA revealed, however, ethnic group differences in certain area of attitudes within the regular class teachers and within the EMR teachers. In addition, regular class teachers who had previous experience with the retarded were more positive toward them than teachers who had had little contact with EMR children and adults. The results were discussed with reference to plans to educate EMR pupils in regular rather than in self-contained, nonintegrated classrooms.