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390
Psychology
in
the Schools, July,
1978,
Vol.
16,
No.
3.
and modeling self-acceptance also helps increase positive self-esteem. Affective
techniques which are more structured also are used to help children accept “where
they’re at” and feel good about the development of their competencies. Normative
valuation, by definition, creates a win/lose attitude about self-esteem.
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A
REVIEW
OF
EDUCATORS’ ATTITUDES TOWARD
HANDICAPPED CHILDREN AND THE CONCEPT
OF
MAINSTREAMING
CARA ALEXANDER PHILLIP
5.
STRAIN
George Peabody College
Middle Tennessee Mental Health Institute
Literature
is
reviewed related to the attitudes of educators toward handi-
capped children and the concept of mainstreaming these youngsters into
regular class settings. Opinionnaire data suggest that regular class educators,
particularly those with little formal training
or
experience in special education
do not favor mainstreaming. Moreover, these educators view handicapped
children
as
generally less able to benefit from schooling. Research is
also
reviewed that documents the relationship between teachers’ attitudes toward
indivldual pupils and the differential instructional treatment of children.
Finally, efforts to modify the attitudes and perceptions of educators toward
handicapped children and mainstreaming are presented.
For
many years, the major response of public schools and American society to
the needs of handicapped people has been characterized by an out of sight, out of
mind philosophy. Our overcrowded institutions and segregated schools attest to
that fact. Lately, however, there has been an attempt to place handicapped children
in settings where they will receive the fullest measure of our educational resources.
Today, many educators are making a mad dash toward mainstreaming and are
failing to recognize the barriers which must first be overcome. We cannot deny that
prejudice toward the handicapped does exist and we must deal directly with that
prejudice (Martin,
1976).
Although much has been written about the skills and
Requests
for
re rints should be sent to Phillip
S.
Strain, Supervisor of Research Children and
Youth Programs, &ddle Tennessee Mental Health Institute,
3411
Belmont Blvd., hashville, TN
37215.