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Teacher attitudes toward normal and exceptional groups.

Y Leyser, P D Abrams

    The Journal of Psychology
    |March 1, 1982
    PubMed
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    Teachers showed a hierarchy of acceptance for student groups, with gifted and normal students most preferred. Handicapped students were accepted in some situations, but not all, with mentally retarded, emotionally disturbed, and delinquent students least accepted.

    Area of Science:

    • Educational Psychology
    • Social Attitudes in Education

    Background:

    • Teacher attitudes significantly influence educational practices and student integration.
    • Understanding social distance and acceptance hierarchies is crucial for inclusive education.

    Purpose of the Study:

    • To assess rural Midwestern teachers' attitudes toward various student groups, including typical, gifted, and exceptional learners.
    • To identify specific interpersonal situations influencing teacher acceptance of different student categories.

    Main Methods:

    • A social distance scale was administered to 57 teachers in a rural Midwestern school district.
    • Attitudes were assessed across eight distinct interpersonal situations.

    Main Results:

    • A clear hierarchy of preference emerged: gifted and normal students were most accepted, followed by perceptually and physically handicapped students.

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  • Mentally retarded, emotionally disturbed, and delinquent students were consistently the least accepted groups.
  • Teachers showed greater acceptance of physically, speech, and perceptually handicapped students in most interpersonal situations, excluding marriage.

    • Conclusions:

    • Teacher attitudes toward exceptional students vary significantly based on disability type and the nature of the interpersonal context.
    • Specific student groups, particularly those with intellectual, emotional, or behavioral challenges, face significant social distance and rejection in educational settings.
    • Findings highlight the need for interventions to foster more inclusive attitudes among educators toward all student populations.