Teachers' responses to the Teacher Attitude Toward Equal Education Opportunity For Exceptional Children can be divided into three categories: (1) Responses related to the actual special education services provided by their schools; (2) Responses related to teachers' views of the traditional arguments provided to support mainstreaming; and (3) Responses related to actual attitudes toward the mainstreaming process. This section of the study presents the findings observed for each of these categories.
Characteristics of Special Education Services Provided by Schools
Teachers were required to respond to several items regarding school services for special education students. These data (crosstabulated by both level of school (elementary, junior high, high school) and type of teacher (regular vs. special education)) are presented in Table 1. As can be seen from inspection of this table, maximum service delivery (as perceived by teachers) was offered by special education high schools. Of the regular schools, findings revealed that on the average both elementary schools and high schools offered more services than did junior high schools.
Teachers' Views of Traditional Arguments Provided To
Table 2 presents teachers' responses to two survey items, each of which listed a fairly traditional argument for mainstreaming. Regarding the argument that self-contained special education classes are likely to lead to labelling
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