Teacher attitude toward the elementary exceptional child.

Area of Science:

• Education
• Psychology

Background:

• Teacher attitudes significantly influence the inclusion and support of exceptional children in mainstream classrooms.
• Understanding these attitudes is crucial for developing effective educational strategies and interventions.

Purpose of the Study:

• To assess elementary teachers' attitudes toward exceptional children in Bensenville, Illinois.
• To identify key factors influencing these attitudes, including classroom impact, teacher anxiety, perceptions, and acceptance conditions.

Main Methods:

• A factorial study was conducted using a 25-item, 5-point Likert-type attitude scale.
• Teachers' agreement/disagreement with statements describing their attitudes toward exceptional children was measured.
• Ten underlying dimensions of teacher attitudes were analyzed.

Main Results:

• Attitudes were primarily associated with four factors: classroom effects, teacher anxiety, teacher perception, and acceptance conditions.
• Teachers perceived a lack of knowledge and experienced anxiety when working with certain exceptionalities.
• Mildly retarded children were accepted, while physically handicapped, severely handicapped, and emotionally disturbed children were often rejected.

Conclusions:

• Teacher attitudes toward exceptional children are complex and influenced by perceived competence and emotional responses.
• Increased experience, skill acquisition, and supportive assistance are vital for fostering positive teacher attitudes.
• Targeted professional development is needed to address teacher anxieties and improve acceptance of diverse exceptionalities.