Teachers’ Attitudes toward the Education of Physically Handicapped Children: Implications for the Implementation of Massachusetts Chapter 7661

Abstract

A survey was conducted to determine the readiness of school teachers to implement Chapter 766 of the Acts of 1972 of the Massachusetts General Laws, which calls for the integration of handicapped children into the regular classroom. Questionnaires that explored teachers’ attitudes toward the education and emotion adjustment of physically handicapped children were administered to 639 teachers from all grade levels. Teachers in a Waltham, Massachusetts school system were asked to indicate how they felt other classmates would behave toward the physically handicapped child; how difficult the child's adjustment would be; how willing the teacher would be to have a physically handicapped child enrolled in his or her class and whether or not it would be a problem for the teacher; and the type of educational situation that would be best for the handicapped child. Results indicated that teachers viewed children with asthma or heart conditions, and children requiring crutches and braces, as more easily integrated into the regular classroom than children with visual and hearing problems, or children with histories of convulsions and seizures. Of all teachers, those with previous experience teaching physically handicapped children were the most optimistic about the integration of physically handicapped children into the regular classroom.