REGULAR-CLASS STUDENTS-ATTITUDES TOWARD INTEGRATED MULTIPLY HANDICAPPED PEERS

  • 1 January 1984
    • journal article
    • research article
    • Vol. 88  (6) , 630-637
Abstract
Regular-class students (N = 240) were questioned about their attitudes toward integrated multiple handicapped children. Factor analysis of the attitudes questionnaire revealed 4 dimensions of attitudes: casual-contact, contact-desire, deviance-tolerance and peer-acceptance. The effects of sex, grade (or age) and integrated school experience on these dimensions were analyzed.