Social integration: special education teachers' attitudes and behaviors

The applicability of the theory of reasoned action in predicting special educators' structuring of student integration opportunities from measures of behavioral intention, attitude, and subjective norm was tested. Teachers' intention to structure integration opportunities was predicted from measures of attitude and subjective norm; actual reported structuring of opportunities was weakly predicted by intention and the antecedent of attitude. Teacher beliefs about influential others also differentiated high and low performers. One variable external to the theory was also found to predict behavior performance. Recommendations for teacher change efforts and modification of the theory were made.