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

Published online by Cambridge University Press:  29 October 2015

Yola Center ,
Cecile Ferguson ,
Vanessa Jackson  and
James Ward
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
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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
Information
The Educational and Developmental Psychologist , Volume 5 , Issue 1 , May 1988 , pp. 27 - 31
Copyright
Copyright © Australian Psychological Society 1988

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