Seventy-four practicing regular classroom teachers were randomly assigned to two groups, an experimental and a control group. The experimental group was given the opportunity to read and discuss information related to the integration of severely handicapped students into regular schools. The control group did not receive the information. The results indicated that regular classroom teachers’ attitudes and behavioral intentions toward the integration of severely handicapped students into regular schools can be significantly influenced by having them read and discuss information related to severely handicapped student integration.
Get full access to this article
View all access options for this article.
References
1.
Hamre-NietupskiS.Sensitizing nonhandicapped persons to severely handicapped students in regular public school settings. Paper presented at the conference of The Association for the Severely Handicapped, Los Angeles, CA, 1980.
2.
BrownL., BranstonM., Hamre-NietupskiS., JohnsonF., WilcoxF., & GruenewaldL. (1979). A rationale for comprehensive longitudinal interactions between severely handicapped students and nonhandicapped students and other citizens. AAESPH Review, 4, 3–14.
3.
GrossmanH. (Ed.). (1973). Manual on terminology and classification in mental retardation. Washington, D.C.: American Association on Mental Deficiency.
4.
Hamre-NietupskiS. & NietupskiJ. (1981). Integral involvement of severely handicapped students within regular schools. Journal of the Association for the Severely Handicapped, 6, 30–39.
5.
OlleyJ., DevellisR., DevellisB., WallA., & LongC. (1981). The autism attitude scale for teachers. Exceptional Children, 47, 371–372.
6.
StainbackS. & StainbackW. (1982). Influencing the attitudes of regular class teachers about the education of severely handicapped students. Education and Training of the Mentally Retarded, 17, 88–92.
7.
StainbackW., StainbackS., & JabenT. (1981). Providing opportunities for interaction between severely handicapped and nonhandicapped students. Teaching Exceptional Children, 13, 72–75.
