ELEMENTARY EDUCATOR ATTITUDES TOWARD MAINSTREAMING

This research presents a proposal for the measurement of the attitudes of elementary educators--teachers, education specialists, and administrators--toward the mainstreaming of at risk students in regular classrooms. This proposal is presented in two main sections. The problem statement, study purpose, hypothesis, importance of the proposed research, definition of terms, assumptions and limitations that will apply to the proposed research, and the plan of study are presented in Part I. A review of relevant literature is presented in Part II.

The problem that will be investigated, the study purpose, and the hypothesis that will be tested are presented in this section--Part I. Ancillary information--the importance of the proposed research, definition of terms, assumptions and limitations that will apply to the proposed research, and the plan of study also are addressed in this section.

Public Law 99-457 prohibited discrimination against handicapped persons in a variety of contexts including education. In the context of education, this law requires, to the maximum extent possible, that handicapped students receive the same educational opportunities as are available to all other students. Although there are important exceptions to the rule, to a great extent, education for the handicapped student tends to be assessed according to many of the criteria previously applied to c

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this section--Part II. Methodological considerations also are addressed as appropriate in the literature review. Other factors remaining equal, female teachers and administrators may be expected to hold more positive attitudes toward the mainstreaming of special education students that may be expected of male teachers and administrators (Janney, Snell, Beers, & Raynes, 1995, pp. 425-439). Other factors remaining equal, one may not expect attitudes toward the mainstreaming of special education students to vary between teachers as a group and administrators as a group. Other factors remaining equal, one may not expect attitudes toward the mainstreaming of special education students to vary on the basis of the school level of teachers and administrators. Other factors remaining equal, one may not expect attitudes toward the mainstreaming of special education students to vary on the basis of the degree level (associate, bachelor's master's, or doctoral) of the individual teachers and administrators. Other factors remaining equal, one may expect attitudes toward the mainstreaming of special education students to be more positive among teachers and administrators with a disabled friend or relative than among teachers and administr

Category: Psychology - E