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Regular-class students' attitudes toward integrated multiply handicapped peers.

N Towfighy-Hooshyar, H W Zingle

    American Journal of Mental Deficiency
    |May 1, 1984
    PubMed
    Summary

    Student attitudes toward integrated multiply handicapped children were explored. Four key dimensions—casual contact, contact desire, deviance tolerance, and peer acceptance—were identified, with demographic factors analyzed.

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    Area of Science:

    • Special Education
    • Developmental Psychology
    • Attitude Research

    Background:

    • Understanding student perceptions is crucial for inclusive education.
    • Previous research has explored attitudes toward disability, but less is known about specific dimensions in integrated settings.

    Purpose of the Study:

    • To investigate the attitudes of regular-class students towards multiply handicapped children in an integrated school setting.
    • To identify the underlying dimensions of these attitudes.
    • To examine the influence of student demographics (sex, grade, school experience) on these attitudes.

    Main Methods:

    • A quantitative study involving 240 regular-class students.
    • Administration of a questionnaire to assess attitudes.
    • Factor analysis to identify attitude dimensions.
    • Analysis of variance to examine demographic effects.

    Main Results:

    • Four distinct dimensions of attitudes were identified: casual-contact, contact-desire, deviance-tolerance, and peer-acceptance.
    • Demographic factors such as sex, grade, and integrated school experience were found to influence these attitude dimensions.

    Conclusions:

    • Student attitudes toward multiply handicapped children are multifaceted and can be understood through specific dimensions.
    • Inclusive educational experiences and demographic characteristics play a role in shaping these attitudes.
    • Findings can inform interventions aimed at fostering positive attitudes in integrated classrooms.

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