Mainstreaming: a Study of the Variables Affecting Teacher Attitude

Abstract

An attitude scale was constructed using the method of summated ratings. The scale was used to investigate the effect of selected institutional variables on the attitude of the regular-classroom teacher toward mainstreaming special-needs children. The scale was administered to a sample of nearly 1,000 public school teachers in the 6 New England states. A stepwise multiple regression analysis was used to investigate the effect of the institutional variables on teacher's attitude toward mainstreaming. Results of the analyses indicated that of the 7 variables considered, the regular-classroom teacher's perception of degree of success in dealing with special-needs students had the most significant relationship to teacher attitude.