Effect of Inservice Training Intensity on Teachers' Attitudes toward Mainstreaming

Abstract

The purpose of this study was to determine whether degree of inservice training would impact on the regular classroom teacher's attitude toward mainstreaming. Three groups of regular education teachers were compared: (a) a random sample; (b) a group attending monthly inservice training sessions during the school year; and (c) a group receiving intensive inservice training over a one year period. The study utilized a 30 item attitude scale constructed by the method of summated ratings. A factor analysis of the scale yielded five dimensions underlying teacher attitudes toward mainstreaming. A comparison of the three groups of regular classroom teachers indicated that the intensive training group held significantly more positive attitudes than either of the other two groups. Differences were greatest on items associated with general philosophy of mainstreaming, academic and social growth of the special needs child, and perceived ability to teach special needs children.

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