Administrators' and Teachers' Attitudes Toward Mainstreaming

Abstract

Attitudes toward mainstreaming were assessed through a questionnaire containing items relating to the possible effects of mainstreaming on the academic, social, emotional, and behavioral development of youngsters who are handicapped, as well as the effects on nonhandicapped peers, teachers, and administrators. The four groups sampled included elementary principals, special education administrators, classroom teachers, and special education teachers. Responses were subjected to a factor analysis that yielded four subscales regarding mainstreaming: Academic Concerns, Socioemotional Concerns, Administrative Concerns, and Teacher Concerns. Discriminant analysis revealed significant and meaningful differences among the four groups in their attitudes toward mainstreaming.