A semantic differential was administered to 56 majors in early childhood, elementary, and middle school at the University of Georgia. Subjects' affective response to exceptional children was higher when they perceived having only a single exceptional child vs many in a regular classroom.
Get full access to this article
View all access options for this article.
References
1.
Adequate program for education in Georgia. Code of Georgia Annotated, Paragraph C, Section 32–655a, 1974–75.
2.
An Act: To Amend the Education of the Handicapped Act to provide assistance to all handicapped children, and for others. 94th Congress, S.6, Public Law 94–142. November 29, 1975.
3.
HolzbergR.New direction in special education. Kappa Delta Pi Record, 1975, 12(2–3), 22.
4.
Least Restrictive Placement. Special Education: Regulations and Procedures. Georgia.
5.
Department of Education, Atlanta, 1976, p. 9.
6.
OsgoodC. E.SuciG. J.TannenbaumP. H.The measurement of meaning. Urbana: Univer. of Illinois Press, 1957.
