Prediction of Teacher's Attitudes toward Handicapped Individuals

Investigated was the effect of age, sex, experience, locus of control, self image, and grade level taught on the attitudes of 139 regular and special class teachers toward handicapped individuals. Ss completed the Attitude Toward Handicapped Individuals (ATHI) Scale, an abbreviated 11-item Rotter Internal-External Locus of Control Scale, and the Self-Esteem Scale. Twenty-two predictor variables were identified and regressed against scores from the AM. Results demonstrated that the variables were not individually, in combination, or collectively predictive of the teacbersc attitudes toward handicapped individuals. Findings were in general agreement with previous research in the field. (CL) *********************************************************************** * Documents acquired by ERIC include many informal unpublished * * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * *********************************************************************** AMERICAN ASSOCIATION ON MENTAL DEFICIENCY 100th Annual Meeting May 31 4 June 1976 U S. DEPARTMENT OF HEALTH, Chicago, Illinois EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS !SEEN REPRO. DUCE() EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN. ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY PREDICTION OF TEACHER'S ATTITUDES TOWARD HANDICAPPED INDIVIDUALS Gary R. Sigler Eastern Washington State College Alfred L. Lazar * California State University, Long Beach *(This investigation was supported in part by BEH Grant Number G00-74-02794/Project Number 451AH60850. The opinions and conclusions stated in this paper are those of the authors and are not to be construed as official or necessarily reflecting the policy of the Bureau of the Educationally Handicapped, U.S. Office of Education, HEW,)