The placement of Handicapped Children by Canadian Public School Personnel

Abstract

The Rucker-Gable Educational Programming Scale was used to compare the knowledge and attitudes expressed by 35 United States special education experts with the knowledge and attitudes of educational personnel in the Winnepeg, Canada area with regard to placement of handicapped children. Canadian elementary teachers were significantly more positive in attitude toward handicapped children and favored placements in or near the regular classroom more often than did the secondary teachers or the experts. Secondary teachers were significantly less positive in attitude toward mildly handicapped children than were the experts. Special education teachers tended to vary more in choice of placements but tended to favor more restrictive placements than did the experts or other groups. Results suggest the Winnepeg area professionals are positive in attitude and would maintain as many handicapped children as possible near the mainstream setting.

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