The author investigated possible components of teacher expectancy and attitudes toward the integration of emotionally disturbed students into regular classes Subjects were thirty-four teachers of grades four through six. All subjects were shown a video tape of a "normal" child. Half of the subjects were told that the child showed indications of emotional distrubance.The other half were told that the child was nornaire.The label "emotionally disturbed" was found to be a significant predictor of teacher ratings. The author suggested that initial teacher expectancy generated by a babel might be weakened by additional contact with or information concerning the labeled child.
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