Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-06T09:39:21.808Z Has data issue: false hasContentIssue false

Principals’ and Teachers’ Attitudes: Factors Influencing The Integration of Disabled Students

Published online by Cambridge University Press:  29 October 2015

Yola Center
Affiliation:
Macquarie University, Special Education Centre
Cecile Ferguson
Affiliation:
Macquarie University, Special Education Centre
Vanessa Jackson
Affiliation:
Macquarie University, Special Education Centre
James Ward
Affiliation:
Macquarie University, Special Education Centre
Get access

Extract

Although there appears to be little dispute regarding the philosophical principles underlying the policy of integrating disabled children into regular classes (mainstreaming), no such consensus exists about the effectiveness of its implementation. One possible method of identifying factors which may be related to the efficacy of the mainstreaming process is to examine the attitudes of principals and teachers towards the integration of disabled students. This is primarily because principals’ attitudes may influence their enrolment policies, while teachers’ attitudes appear to reflect their confidence in teaching a typical pupils (Hararsymiw & Horne, 1976).

Type
Research Article
Copyright
Copyright © Australian Psychological Society 1988

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Carlbert, C. & Kavale, K. (1980). The efficacy of special versus regular class placement for exceptional children. A meta-analysis. The Journal of Special Education, 14(3).Google Scholar
Center, Y., Ward, J., Parmenter, T., & Nash, R., (1985). Principals’ attitudes towards the integration of disabled children into regular schools. Except. Child, 32, 149151.CrossRefGoogle Scholar
Centre, Y., Ward, J. (1984). Integration of mildly handicapped cerebral palsied children into regular schools. The Exceptional Child, 31(2), 104113.CrossRefGoogle Scholar
Center, Y., & Ward, J. (1987). Teachers’ attitudes towards the integration of disabled children into regular classes. Except. Child, 34, 1, 116.CrossRefGoogle Scholar
Doherty, P.J. (1987). Integration—A New South Wales Perspective. Paper presented at the National Conference of Regional Directors.Google Scholar
Fulcher, G. (1986). Australian Policies on Special Education: twoards a sociological account. Disability Handicap and Society. 1(1).CrossRefGoogle Scholar
Harasymiw, S.J. & Home, M.D., (1976). Teacher attitudes towards handicapped children and regular class integration. J. spec. Educ., 10(4), 383401.CrossRefGoogle Scholar
Harvey, D.H.P. (1985). Mainstreaming — teachers’ attitudes when they have no choice about the matter. Except. Child, 30, 9098.Google Scholar
Horne, M.D. (1983). Attitudes of elementary classroom teachers towards mainstreaming. Except. Child, 30, 9398.CrossRefGoogle Scholar
Hudson, A. & Clunies-Ross, G. (1984). A study of the integration of children with intellectual handicaps into regular schools. Australian & N.Z. Journal of Developmental Disabilities, 10, 165177.CrossRefGoogle Scholar
Jenkinson, J.C. (1987). A Review of the Integration Debate. Paper presented at APS Conference Canberra.Google Scholar
Johnson, D.W. & Johnson, R.T. (1986). Impact of classroom organisation and instructional methods on the effectiveness of mainstreaming. IN Meisel, C.J. (Ed.) Mainstreaming Handicapped Children: Outcomes, Controversies, and New Directions. Hillsdale, N.J.: Erlbaum.Google Scholar
Larrivee, B. (1985). Effective teaching for successful mainstreaming. New York: Longman.Google Scholar
Pieterse, M. & Center, Y. (1984). The integration of eight Down’s syndrome children into regular schools. Australian & N.Z. Journal of Developmental Disabilities, 10, 1120.CrossRefGoogle Scholar
Thomas, D. (1985). The determinants of teachers’ attitudes to integrating the intellectually handicapped. British Journal of Educational Psychology, 55, 251263.CrossRefGoogle ScholarPubMed
Wang, M.C. (1987). Towards Achieving Educational Excellence for All Students: Program Design and Student Outcomes. R.A.S.E., 8(3), 2534.Google Scholar
Ward, J. & Center, Y. (1987). Attitude to the integration of disabled children into regular classes: A factor analysis of functional characteristics. British Journal of Educational Psychology, 57, 221224.CrossRefGoogle Scholar
Ysseldyke, J.E. & Christenson, S.L. (1987). Evaluating students’ instructional environments. R.A.S.E. 8(3), 1724.Google Scholar