Influence of the EMR label on initial expectations of regular-classroom teachers

Regular-classroom elementary teachers (N = 1,114) were queried as to their initial expectations for mainstreamed handicapped children. Subjects were randomly assigned to treatment conditions and told that the experimenter was interested in assessing their initial expectations for a child being considered for placement in their class. Each teacher was shown a photograph and read a vignette about a particular child who was portrayed as varying in attractiveness, school-related traits, and labeled background (i.e., educable mentally retarded). Subjects then completed a questionnaire on which they indicated their initial expectations regarding: (a) academic ability, (b) the child's behavioral potential, (c) their ability to work with the child, and (d) their general impressions of that child. Results indicated that the label EMR differentially influenced teacher expectations across the four areas rated. Data also showed that a child's attractiveness and school-related traits significantly influenced initial expectations of regular-classroom teachers. Ramifications of the findings were discussed.