Teacher Attitudes Associated with the Integration of Handicapped Children

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Abstract
A questionnaire was administered to elementary school regular class teachers to determine the effect of an integrative resource room program on the teachers' attitudes toward handicapped children. The questionnaire was designed to elicit teachers' attitudes toward handicapped children with respect to their integration into the regular program, their potential for academic and social adjustment, the teachers' competencies for teaching the children, and the need for special methods and materials in teaching handicapped children. The experimental group consisted of teachers in schools participating in an integrative resource room program, and the control group consisted of teachers in schools with self contained special classes. The results indicated the resource room program had slight to moderate effects on teachers' attitudes and raised questions concerning the feasibility of integrating educable mentally retarded children into regular classes in schools utilizing the conventional grade organizational pattern.