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ERIC Number: ED189779
Record Type: RIE
Publication Date: 1978-May
Reference Count: 0
Effects of Teacher Conceptual System and Two Pupil Variables of EMRs on Attitudes Toward Integration.
Feldman, David; Altman, Rueben
An investigation was undertaken with 454 regular classroom teachers to explore the effects of a personality construct (i.e., abstract vs. concrete) and educable mentally retarded (EMR) pupil variables of race and school behavior on teachers' attitudes toward mainstreaming. Following the administration of the Conceptual Systems Test, Ss were given a randomly assigned EMR profile which held pupil IQ and school achievement constant while varying pupil race and school behavior. Results of data analysis showed that EMR children with behavior problems were not generally welcomed by teachers into the regular classroom, that Caucasian EMR students were welcomed more favorably by concrete teachers, and that Black EMR students were more acceptable to abstract teachers. (Author/PHR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Convention of The Council for Exceptional Children (56th, Kansas City, MO, May, 1978).