Data from an investigation on ways of influencing the attitudes of regular class teachers toward integration of severely retarded students into regular schools indicated that the attitudes of prospective regular class teachers can be significantly influenced by the method used to present introductory information about severely retarded students and their education in a survey course on exceptional students. The results are discussed in light of past research findings related to influencing teachers’ attitudes about integrating mildly handicapped students into regular school programs and activities.
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