Abstract
Regular class elementary teachers were assessed as to their responses to inappropriate behaviors of a mainstreamed handicapped child. Subjects were asked to respond to a brief scenario describing a misbehaving child who was either presented as a mainstreamed handicapped student or a nonhandicapped student. With the exception of the child's special education status, all other descriptive information on each target child was identical.
Data indicated that teachers' responses were significantly lower in each of the three areas examined when addressing the misbehavior of the handicapped child as opposed to misbehavior of a nonhandicapped child. When the child was handicapped, the regular classroom teacher was significantly more willing to (a) use corporal punishment, i.e., spanking, (b) have the child reassigned, and (c) predict future academic failure.
Ramification of these findings on mainstreaming and teacher training are discussed.
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