Abstract
The purpose of this study was to identify characteristics of regular class teachers who were willing to accept handicapped children into their classrooms. Seven variables were examined to determine if a relationship existed between each variable and willingness to integrate handicapped children. Two of the variables were determined to be significant. In addition to a positive relationship between willingness to integrate and special training or knowledge, a relationship existed between perception of disruptive behavior of mainstreamed children and willingness to integrate. Special interest was focused on the relationship between willingness to integrate and specialized training or knowledge. The results support the contention that willingness to integrate handicapped children into their classroom increased as regular class teachers received knowledge and training. Other studies lend support to this contention.
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