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Abstract

This study compared the effectiveness of two intervention strategies on the attitudes of regular education preservice teachers toward visually impaired students. One group received cognitive information about visually impaired individuals, and a second group received information in combination with personal contact. The attitudes of subjects receiving information in combination with personal contact were significantly improved. The attitudes of subjects receiving information only were not significantly different from control subjects who received no intervention. The importance of personal contact with visually impaired students in attitude interventions for preservice teachers is stressed. An unexpected finding was that the reported attitudes of trained profesionals who serve visually impaired students were not significantly different from those of control subjects, or those of subjects who received information only.

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Modification of Attitudes of Regular Education Preservice Teachers toward Visually Impaired Students

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