An analysis of factors related to the attitudes of regular classroom teachers toward mainstreaming mildly handicapped children

A model of factors was developed in order to examine variables that might be associated with the attitudes of regular classroom teachers toward mainstreaming mildly handicapped children. Using multiple linear regression analyses, the following variables were found to be significant predictors of a positive attitude toward mainstreaming: team-teaching, years of teaching experience (negative correlation), course in diagnosing learning and behavior problems, availability of resource teacher, previous special education teaching experience, number of courses taken in special education, number of students in classroom (25–27), and inservice program experience related to exceptional children. An examination of these predictors suggests that they may be used to select those regular educators who are likely candidates for implementing mainstreaming programs and that school systems can inhance their mainstreaming efforts by arranging the integration settings to conform with these predictors of positive attitude.     

A pilot study of factors affecting the process of integration in Greek nursery schools

In the past ten years, the issue of inclusion has proved one of the biggest challenges facing special needs education planners and policy‐makers in developed countries. Greek educational policy has given emphasis on two points: (a) the development of new organizational structures (i.e. resource rooms, support teachers), and (b) the implementation of administrative regulations that enable mainstreaming special and ordinary education into a unified educational system (inclusion). In doing so, the content of the curriculum and the pedagogical characteristics of the educational environment were ignored. This paper reports the results of a pilot study that aimed to explore the pedagogical aspects of inclusion and integration as implemented in Greek nursery schools. More specifically, the study investigated the way special needs children participate in the learning process and their relationship with the other members of the classroom. The following hypothesis guided the study: the process of school integration of a special needs child is regulated by (a) the degree and the quality of his/her participation in the learning process, and (b) the pupil’s ability to comply with the main rules of the classroom. Data were gathered from two special needs children, their teachers and their parents through observations and interviews. Research findings seemed to reinforce the two criteria of the research hypothesis. As observation revealed, children’s actions diverged from the desired joint activity. According to research in social groups, this diversion influences the meaning classroom members attribute to ‘differences’ and causes a negative effect on children’s membership of the group. At the same time, the study points out crucial dimensions of the above criteria, particularly as regards the attitude of nursery teachers and of the other pupils towards children with special needs, an issue that needs to be further explored.     

Mainstreaming: Teachers’ Attitudes when they have no choice about the matter

Attitudes toward mainstreaming of primary and post‐primary teachers, teachers in training, and non‐teachers in the Gippsland region of Victoria, Australia, were surveyed soon after release of the Report of the Ministerial Review of Educational Services for the Disabled which recommends that schools be organized on the basis that every child has the right to be educated in a regular classroom; under these provisions mainstreaming becomes mandatory. The analysis revealed that the most favourable attitudes toward mainstreaming were those of non‐teachers, and that a positive relationship between teacher attitudes and previous experience of handicapped persons was accompanied by reluctance to accept handicapped children into their classes.     

培智学校教师对残疾儿童随班就读的态度研究

本研究对培智学校教师随班就读的态度调查结果进行了分析.结果表明,从总体上讲,教师对残疾儿童随班就读的态度是积极的,但存在一定程度的不够理解或偏见,甚至有拒绝、隔离的倾向.不同的年龄阶段存在着差异性,总体上而言,40岁以下的年龄组,更倾向于支持随班就读.不同职称的教师态度在个别分测验的结果上也存在差异.学历、性别、参加培训与否与他们的态度关系不大.     

Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment

In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and young people with special educational needs, little is actually known about the relationship between what teachers think about such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice. This revised version was published online in July 2006 with corrections to the Cover Date.     

Attitudes of Elementary Classroom Teachers Toward Mainstreaming

The purpose of this study was to investigate attitudes toward mainstreaming issues of elementary classroom teachers undertaking an introductory course in special education. Subjects were also queried about how they felt P.L. 94‐142 was perceived by other interested groups and indicated their estimates of the manageability of students with special needs within the regular classroom. Findings support the need for comprehensive in‐service training programs designed to modify attitudes of regular teachers.     

Attitudes of Parents and Teachers toward Mainstreaming

A questionnaire measuring attitudes toward mainstreaming was completed by teachers and parents at two primary schools, one of which had initiated a mainstreaming program in Year 1 classes. Results indicated that attitudes of parents and teachers at this school were more negative than those of their counterparts at the school with no mainstreaming program. Despite this apparent relationship between contact with disabled children and a negative attitude towards mainstreaming, a significant association was found between amount of experience with disabled children and a positive attitude towards mainstreaming. Among explanations proposed for these discrepant findings is the suggestion that attitudes expressed prior to experience with mainstreaming may not be an accurate guide to views held after its implementation.     

The special needs of teachers of special needs children

More and more, special needs children are entering early childhood education programs. But the integration of special needs children into the regular classroom — and their acceptance by their nonhandicapped peers — continues to be a concern of both parents and teachers. Many of the proposed benefits of mainstreaming are based upon opportunities for interactions between special needs children and their nonhandicapped peers. What we know about enhancing the quality of these interactions has definite implications for teachers. After examining the research on social relations and social skills training programs for special needs children, we will discuss these implications.Cary A. Buzzelli is an assistant professor in the Department of Curriculum and Instruction at the University of Alabama at Birmingham in Birmingham, Alabama. Nancy File is a doctoral student in the Department of Child Development and Family Studies at Purdue University in West Lafayette, Indiana.     

Attitudes of Greek parents of primary school children without special educational needs to inclusion

Successful inclusion of children with special educational needs (SEN) in school settings depends largely on the attitudes of parents of peers without SEN. The purpose of the present study was to explore the attitudes of Greek parents of primary school children without SEN towards inclusion. The participants were 338 parents (182 fathers, 156 mothers), aged 27 to 58 years (mean age = 39 years and 5 months). They were asked to complete the My thinking about inclusion scale and a further short questionnaire. The findings revealed that Greek parents of primary school children not identified as having SEN had an overall positive attitude towards inclusion. Gender differences were also established—fathers held more positive attitudes towards inclusion than mothers, even when controlling for age, educational level and the presence of a child with SEN in their child’s classroom. However, mothers were overall more willing than fathers to engage themselves and their child in interaction with a child with SEN.     

再论融合教育:普小教师眼中的"随班就读"

在中国 ,融合教育的主要安置形式是随班就读。本文使用开放式问卷 ,录音采访了大连市 1 1所普通小学的 2 3位班主任教师。研究的结果表明 :(一 )大连市的普小教师对特殊儿童随班就读基本上持接受态度 ,集中有近一半多的教师认为要视学生的残疾种类合程度来确定特殊儿童是否随班就读。(二 )在多数普小教师看来 ,特殊儿童与正常儿童之间的交往势必交顺利的 ,特殊儿童的社会融合经常出现在课外活动、集体活动、游戏的场合 ,而在课堂学习的情况下较难产生。 (三 )从社会融合的可利用资源中 ,社区、学校、家庭之间的相互支持、协作的桥梁并未建立起来。 (四 )普小教师对随班就读工作的建议是希望得到特殊教育知识的培训。     

对我国随班就读发展现状评价的问卷调查报告

本调查对我国随班就读的发展现状进行了评价。结果表明 :中国随班就读工作是成功的 ,其成就包括 :保障体系有力 ;班级氛围较好 ;特殊儿童交往能力发展较好 ;教师具有奉献精神 ,能够制定个别教育计划 ;随班就读对特殊儿童有利 ;检测和评价较好。但在教育行政部门管理、教育资源、学校氛围、特殊儿童生活与自律能力、教师接受专业培训、学校与家长合作等方面存在许多问题。     

The Impact of Training in Mainstreaming on Teacher Attitudes,Management Techniques,and the Behaviour of Disabled Students

Of the growing number of training programs in mainstreaming competencies reported, only a few have used naturalistic observations to evaluate the impact of these interventions. The purpose of the present study was to evaluate the effectiveness of a preparation program in mainstreaming for regular teachers on attitudes, management styles and mainstreamed pupil behaviour. Thirty prospective teachers, including 15 trained in special education (the experimental group) and 15 controls were each observed interacting with a mainstreamed and matched comparison pupil. Findings revealed that (a) training was effective in modifying attitudes toward mainstreaming by experimental teachers; (b) mainstreamed pupils in control teacher classrooms displayed significantly less appropriate classroom behaviours than their comparison peers; and (c) experimental and control teachers did not differ significantly in the management techniques employed. Both groups, however, reacted differently toward mainstreamed pupils than toward their matched classmates. Implications for preparation programs for regular educators are discussed.     

Factors Related to Teacher-Directed Play Between Preschool-Age Children With Special Needs and Their Typical Peers

This study investigated the relations among child factors, classroom factors, and the percentage of observations that preschoolers with and without special needs spent in teacher-directed group play. Differences in the number of observations for other types of play (e.g., playing with a teacher or playing cooperatively with peers) between children with and without special needs also was examined. Additionally, the percentage of observations spent by children with and without special needs in different classroom activities and centers was examined. Participants were 48 typically developing children and 22 children with special needs. A scanning method was used to assess play types for the children. Results indicated that girls were more likely to play cooperatively in teacher-directed groups than boys. And, children with special needs were more likely to play with a teacher and less likely to play cooperatively with peers than their typically developing classmates. Children with and without special needs frequently engaged in play in the following areas: art, blocks, science, making food, talking with classmates. In future studies, investigators should observe the different types of child and teacher behaviors related to increased interactions between children who have special needs and their typically developing classmates.     

Factors Related to Teacher-Directed Play Between Preschool-Age Children With Special Needs and Their Typical Peers

This study investigated the relations among child factors, classroom factors, and the percentage of observations that preschoolers with and without special needs spent in teacher-directed group play. Differences in the number of observations for other types of play (e.g., playing with a teacher or playing cooperatively with peers) between children with and without special needs also was examined. Additionally, the percentage of observations spent by children with and without special needs in different classroom activities and centers was examined. Participants were 48 typically developing children and 22 children with special needs. A scanning method was used to assess play types for the children. Results indicated that girls were more likely to play cooperatively in teacher-directed groups than boys. And, children with special needs were more likely to play with a teacher and less likely to play cooperatively with peers than their typically developing classmates. Children with and without special needs frequently engaged in play in the following areas: art, blocks, science, making food, talking with classmates. In future studies, investigators should observe the different types of child and teacher behaviors related to increased interactions between children who have special needs and their typically developing classmates.     

Integration and Segregation in Mainstreaming Programs for Children and Adolescents with Hearing Impairments

This article describes an investigation of 26 mainstreaming programs for students with hearing impairments from pre‐kindergarten through high school. The purpose of the study was to examine selection criteria, quality and quantity of mainstreaming time, and available support services. Students were found to be mainstreamed according to a number of criteria reported in the literature such as academic performance, hearing loss, and interpersonal skills, but also were affected by the willingness of regular education teachers to accept them into their classrooms. Academic mainstreaming was infrequent, and classroom observations showed that children with hearing impairments often appeared to be not well integrated into classroom activities. Programs varied considerably on all variables examined, including support services; in particular sign language interpreting was offered in some programs, available to a limited extent in others, but in many cases not at all. Clearer definitions of mainstreaming are a necessity and regular education teachers need to be informed of the special requirements of children with hearing impairments.     

A review of educators' attitudes toward handicapped children and the concept of mainstreaming

Literature is reviewed related to the attitudes of educators toward handicapped children and the concept of mainstreaming these youngsters into regular class settings. Opinionnaire data suggest that regular class educators, particularly those with little formal training or experience in special education, do not favor mainstreaming. Moreover, these educators view handicapped children as generally less able to benefit from schooling. Research is also reviewed that documents the relationship between teachers' attitudes toward individual pupils and the differential instructional treatment of children. Finally, efforts to modify the attitudes and perceptions of educators toward handicapped children and mainstreaming are presented.     

Programming effects on learning disabled children: Performance and affect

Negative effects of category labels on the attitudes of children as well as the expectations of teachers have been hypothesized but rarely substantiated with empirical data. Forty-five elementary school children identified according to state guidelines as learning disabled were rated by their classroom teachers on academic progress and personal-social adjustment using the Myklebust Pupil Rating Scale. Student attitude toward school was also assessed using the Describe Your School inventory. Learning disabled students receiving special programming were rated significantly better than students identified as learning disabled but not receiving special programming. No differences in attitude toward school were noted. Results suggest that negative effects of labels may be effectively counterbalanced by positive effects of special programming.     

The Effect of Cooperative Groups on Regular Class Spelling Achievement of Special Needs Learners

This study examined the utility of cooperative groups as a technology for mainstreaming academically deficit students in a regular fourth grade classroom. Twenty‐seven students (mean age 8.6 years), including five targeted special needs learners, took a weekly spelling test of 20 words chosen from the fourth grade reader. A return to baseline research design indicated that cooperative groups promoted higher academic mastery among those with special needs and regular education learners when compared with two types of individualistic techniques. Results support the use of cooperative groups as a technique for academic as well as social mainstreaming in the regular classroom.     

The Impact of Context on the Development of Aggressive Behavior in Special Elementary School Children

The role of context in the development of child aggression was studied. The effects of peer aggregation and group composition on aggression development in intervention contexts and classroom contexts were compared using 71 elementary school children. We hypothesized that, due to peer group effects, group-trained children would benefit less from a social skills intervention program than individually trained children. We further hypothesized that children who transferred from special to regular education would show a change toward less aggression. This was hypothesized because of the relatively fewer accounts of negative peer-group effects in regular education. The results show that the social skills intervention program did not have differential effects for group-trained versus individually trained children. However, a change toward less aggression was found in children who transferred from special to regular education. We suggest that interventions toward decreasing child aggression might be more fruitful if the social context in which the children operate daily is considered.