Abstract
The purpose of this investigation was to determine whether special educator predictions of regular class teacher attitudes toward mainstreaming were significantly different from actual attitudes expressed by regular educators. To that end, a group of special educators was asked to predict regular educator colleague responses to a questionnaire designed to elicit attitudes about several aspects of the mainstreaming concept and process. Resulting data were submitted to factor and discriminative analysis. Results indicated that nearly half of the special educator group was unable to predict regular educator responses. Special educator prediction consistently underestimated the positiveness of regular education colleagues concerning several aspects of the mainstreaming process. Implications for further research and for carrying out consultation services effectively are presented.
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