Teacher attitudes toward handicapped children in integrated early education settings

The purpose of the present study was to determine if teachers' attitudes toward handicapped children would be influenced by the context in which the child was observed. Several factors that influence teacher attitudes have been identified in previous research. These include characteristics pertaining to the child's IQ, gender, physical appearance, and type of handicapping condition. It was anticipated that the context in which a child was observed would also influence teachers' attitudes.

Teacher attitudes toward three handicapped children in fully integrated, partially integrated and minimally integrated settings were assessed. The subjects were 15 teachers of primary-age children with special needs and 15 teachers of primary-age children in regular education classes. The subjects volunteered to view nine videotapes depicting three targeted handicapped children individually in three different ratios of handicapped to nonhandicapped children. The different ratios constituted the context variable. The results showed context by child interaction for regular education teachers. Attitude-ratings depended both on which child was being observed and the context in which that child was observed. Special education teachers' attitudes appeared to be influenced by child observed regardless of context.