SOCINEN? BERME

30 101 319 'CI 023 943

. AUTHOR Brant, Lynn 416

TITLE I Like tou when / Know You: Attitudinal Barriers toResponsive Vocational Education for.Haedicapped/Students. "It Isn't Easy Being Special.".lesearch 6Development Series Nou 174.,

INSTITUTION Ohio Stake Colusbus. National Center forReiearch in vocation I Education.

SPONS AGENCY office of Education 11E11)., Washington, D.C.PUB DATE, 79

, NOTE 23p.; For related documents see CE 023 944-947 and CE023152

AVAILABLE FROM National Center Publications, National Center forResearch in Vocational Education, Tbe Ohio StateUniversity, 1960 Kenny Rola, .Columbus, OH 43210($1.90; six-piece set, $25.00)

*

EDRS PRICE MF01/PC01 Plus PoStage.DESCRIPTORS *Attitudes; Community Attitudes; Counselor Attitudes;

Educational Attitudes; Educational Legislation;*Handicapped students: *Mainstreaming; ParentAttitudes: Peer Influence; Student Attitudes; TeacherAttitudes; *Vocational Education

ABSTRACTThis publi,:ation identifies common attitudes toward

handicapped persohs and provides suggestions fdr improving attitudes.The first of three major sections presents an historical review ofpertinent legislation for education of the handicapped: Section 2gives a brief review of what the legislation means for vocationaleducation. The final section expounds upon the attitudes ofAducators, peers, parents, and the community. In addition,suggestions for improving attitudes within eachogroup are given.oauo

************************************************************************ Reproductions supplied by EDRS are the best that can be made *11- frog the original document. *

Val4

r41 'Research & Development Series.No. 174

CIO I. ,

Lai./ "It Isn't Easy Being Special".1:

a

I LIKE YOU WHEN I KNOW YOU:

Attitudinal Barriers to Responsive Vocational EducationFor Handicapped Students

Cl Lynn Brant

*am

The National Cenier for Research in Vocational Education.The Ohio State University

1960 Kenny RoadColumbus, Ohio 43210

1979

2

t.

Cl

U S DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUME NI HAS 'BEEN RE PRO._E D F XAC tiV AS RECEIVED F ROM

THE PERSON OR ORGANIZATION ORIGIN-ATING IT POINT'S Or VIEW ORQPiNIONS',TATE() 00 NOT Nf F SSAPIL Y RF VRE%I. NT AL NATIONAL INS1 it ut E 01I OW A T ION POSI I ION OR P01 IC Nr

Cl

THE NATIONAL CENTER MISSION STATEMENT

1

The National Center for Research in Vocational Education'stb increase the ability of diverse agencies, institutions, and organizationsto solve educational problems relating td individual career planning,preparation, and progreuion. The National nowiter fulfills its ryssion by:

Generating knowledge through reiearch

, ZeveloPing educational programs and products

Evaluating individual program needs and outcomes

Installing educational programs and products

Operating information systems and services

Conducting leadership development and trainingprograms

,

te,

'

4

'c. r

.4

1

.*

4

Ma.

The projectspresented or reportedeherein was performed pursuant to a Contract with the U:S.Office of Education, Department. of Health, Education, and Welfare. Howbver, the opinions`expressed herein dO not necessarily reflect the position or policy ofthe U.S. Office of Education,end no official endorsement by the U.S. Office of Education should be inferred.

4

too

1.

TABLE OF CONTENTS 4

"4.

Foreword

Introduction

v

1

A.Review of Legislation for the Handicapped 3

What Does the Legislation Mean for Vocational Education? 7

AttitudesEducatOrs 11

Peeri 13

Parentsy.

15

The Community 17

Con elusion 18

Bibliography .21a

e

ow.

. 41 t

FOREWORDI

Parents, teachers, counpelors, legislators, paraprofessionals, volunteers, administrators, and thecommunity at large enust all have positiVe attitudes toward people who are "special." This publi-cation identifies some common attitudes we all have toward handicapped persons and*providessuggestions for improving our attitudes. It also includes an historical review of perVnent legislatonfor education of the handicapped.

klike You When I Know you: Attitudinal Barriers to Responsive Vocational,Education forHandicapped Students is one of a series of National Center publications devoted to issues, problenis,and answers in serving the special needs learner. This ongoing series, 'IT ISN'T EASY BEINGSPECIAL, reflects the National Center's commitment to improving vocational education p'rogramsand services for special needs populations.

-The National Center is indebted to Lucille Campbell Thrane, Associate Directoi., DevelopmentDivision, for editing; Sharon Malak, Program Director; to Lynn Etrant,.author; and to Janice Millerwho typed the manuscript. Credit is also due to reviewers:. Ruth Brom?, Regional Corisultant/SpecialistSpecial Programs, Maryland State Department of Education; Gary Meers, DirectorTheCenter for Vocational Teacher Education, University of Nebraska; Dan Koble, Research SpecialistThe National Centerlor Research in Vocational Education, The 'Ohio State University; and CathyKing-Fitch, Research SpecialistThe National Center for Research In Vocational Education, TheOhio State University.

Robert E. TaylorExecutive DirectorThe National Center for Retearch.in

Vocational Education

4s

*

s

6

.INTRCIDLiCTION

a

Attitudes don't just happen; they're a partof 9yr socialization process. They evolve from .a complex series of social ivents, interaciions,and changes which occur throughout life. Ourattitudes toward the handicapped are basedon accepted social norms and values that aredeeply ingrained in our historical, sociological,and cultural development.

In primitive cultures as well as in classical.civilization, those who were handicapped orwho.had some physical deformity were con-sidered-afflicted, were shunned; and were evencast out to die: Our culture places heavy em-phasis on the perfect physical image throughadvertisingt.fashion, and television. Today westill "cast out" the handicapped, althoughwe do it subtly through our negatih attitudes.These negative attitudes create barriers that -restrict-the social and educational enViron-ment of the handicapped.-We cannot breakdown these barriers until we have effectivelyeliminated our deep-seated prejudices towardtfibie who are somehow different from us. .

t 4

(AA REVIEW OP LEGISLATIONFOR THE HANDICAPPED ,a*

Governmental involvement in and concern 'with the education of the special needs learnerreflects progress in our attitudes toward thehandicapped. Through gradUal legislative com-mitment, we have progressed from an attitudeof neglect to a conscious effort to end theexclusion of the special needs learner from theeducational mainstreani.

Legislation generally reflects the ideals ofsocial order. Policies and legislation for thehandicapped reflect our cha'nging idealstoward the rights and requirements of thespecial needs learner. Prior to 1900,-specialprovisions for educating the handicappedwere rare; such arrangements were made on aprivate and individual basis. Subsequently,.there was a gradual decline in the tendenty toisolate-the handicapped sPcially and educa-tionally. By thelate 19th century, there wassome recognition of federal responsibility foreducating the handicapped. Minimal federal

*involvement, however, Continued well intothe 'twentieth century.

4 3

Cs

The establishment of Gallaudet College forthe Deaf in 1864 and Cbngress' allocation ofS10,000.nationwide for books and materials cfor the blind in 1879 were the higlilighti ofaid to special needs learners in the 19tIrcen-tury. Extensive federal involvement in educe-tion for the handicapped began with theestablishmentof USOE's Section on Excep-tional Children and Youth in 1931. The Co-operative Research Act (P.1..83-531) in 1954 .signified the first step toward support forresearch on specific handicapping conditions.Categorical aid advancgd with the CaptionedFilms for the Deaf Act in 1958; further rnwmentum was provided by the 1961 Act to t.Train Teadiers of the Deaf. .

The 1963 Mental Aetardation Facilities andCommunitY Mental Health Centers Construc-tion Act was ofmajor importance in funding .the education of children with all categoriesof handicaps. It was not until the VocationalEducatiork Amendments of 1968;kiwever,that the handicapped were specifically men-tioned in vocational education-legislation.

L..The Education of the Handicapped Amend-

ments of 1974 (P.L. 93-380), also called "A.Bill of Rights for the flandicappecr, intro-duced the rthilosophy of mainstreaming, mak-ing cleir`a child's right to afree public educe-

..tion between the ages of 3 and 21.

This law further qualified mainstreamingloinclude the concept of "least restrictive alterna-tive" states were mandated to educate thehandicapped in regular classes unless the natureand severity of the handicap, even with the useof supplen-Antary aids and services, preventeds'atisfactory educational achievement.

Pl. 94-142, The Education for all Handi-capped Childlen Act of 1975, represented thezenith of federal involvement in the educationof the handicaPped, because it mandated theprovision of a written Individualized EducationProgram for. each child/ Through an I EP, the

, educational needs of a child and the educa-tional services required to meet those needsare clearly defined by a team including thelocal education agency representative, theregular teacher, special education teacher,counselor, parents, the student, and others asappropriate.

...

4.

I

1

A.

441 111111M

O t!...,,,,,TT:IItifIllfff4,11:!!: OOOO ""1::;:4.1 ff

it,ti ifilttiti

44442kNa.,..P.%

e..;

11Imponias

'

/.

I 'I

Itit,t1 t tlitiNflip:11.,fflf,ff:fillil

' OOOO ::;:';'"'::{14::::,11.

I- 11.4, filii.i OOOOPit OOOOOfltliii

it 411,441

!!!1!::!-1411r;

,:tc4;itf:: +t.::4 1.'4 .11t.

1/41:411 I It t t t

, 1 I I

11 i : : i I 1 I I 41tilliiitilitl4.

itr4i441"4,N

r

II it:

1111:1111111i lilt, 1 ili4611MMWM

Throughy,L. 94-142, Congress reinforcedand clarified the provisions.of P.L. 93-380making.non-compliance a yiolation of federallaw.

The 1976 Vocational Educational Amend-ments'contipued the provision of the 1968.Amendments allocating 10 percent of allfederal funds to the states for educating thehandicapped.

The Amendments further specified that theprinciples of P.L. 94-142 would apply to voca-tional education.

OSS MOW OSSOSSOS SOS 55 loggellt pm evesmose

npral:#911:::::1 :1:1:11mesms ~mem OS EIS OSOSO111

:11?:!:::::::ISSISVOSSO.SII O Ornifeill

IIISOSIIII

S 1111111111SON OS O el : :1:1!:MOOS

S:SOSSOMOOSOOMOO ssopmesses2Soww isses 81:::::::::

eis) gogissssso

ememos mem SOSESO,VOISSO.

gemMOO OOOOO OwSOSSOOSOOSO

MOOOmmila mo GOOMOMSS OOOOO O OOOOOO NOSS@

ANIMA

4

,4 .on Po:Ieallaallaele 1porn OOOOO110ASMOSIMOOWYMMIS

4

4 4.

4.

41,ti

1

The following chart provides highlights.from the legislative history of education forspecial needs learners.

9

OW

A. CHRONOLOGY

-

EDUCATIONAL LEGISLATION F014 THE HANDICAPPED

,1864 ESTABLI'sHMENT OF GALLAUDET COLLEGE FOR.THE 'DEAF

1897 BOOK AND MATERIALS FUND FOR THE BLIND

1931 SECTION ON EXCEPTIONAL CHILDREN AND YOUTH established in the U.S. Officepf Education.

1954 P.L. 83-531 COOPERATIVE RESEARCH AM:provided research grantrto institutionsof higher education and to states

1958. CAPTIONED FILMS FOR THE. DEAF ACT filnis to enrich cultural and recreationalopportunities for the deaf; represented the beginning.of categorical aid.

1961 ACT TO.TRAIN TEACHERS OF THE DtAF "k,

. 1963 ,MENTAL RET/3431DATION FACILITIES AND COMMUNITY MENTAb HEALTHCENTERS CONSTRUCTION.ACT.

1965 THEILEMENTARY AND SECONDARY EDINATION ACT. (EgfiA) provided fundingfor the educationally disadvantaged With handicaps .

1966 TI LE VI OF ESEA mandated state'responsibility for initiating, expanding, andimproving programs for handicapped children by -

1. establishing a National Advisory Committee on Handicapped Children2. establishing the Bureau of Education for the Handicapped

1967 AMENDMENtS TO'ESEA1. provided Regional Resource Centers to carry on research and development2. provided support for the handicapped by establishing Regional Deaf/Blind

Centers

5

-1

,r

7

,

ft

196B 1) P.L. 90-480 ACCESSIBILITY OF PUBLIC BUILDINGSTO THE PHYSICALLY:HANDICAPPED ACT -- eliminated aróhitectural barriers

2) HANDICAPPED CHILDREN'S EARLY EDUCATION ASSISTANCE. ACT, education for pre-school handicapped children .

3) AMENDMENTS TO VOCATIONAL EDUCATION ACT 1091; of allocation to States, uied for education of the handicapped; marked first ipecific mandate for vocational

-education for the handicapped ,t.

1969 1).NATIONAL CENTER FOR EDUCATIONAL MEDIA AND MATERIALS FOR THE.HANDICAPPED establish,- -I

2) EOUCATION OF THE HANi.)Ig PPED ACT consolidated all legislation pertlining to.the selection of handicapped ind uals through amendments to the ESEA of 1975

1973 P.L. 93-111 THE REHABILITATION ACT OF 1973SECTION 504 public schoolsand-rostsecondary'vocationareducation programs mandated to provide approOriateeducational services regardless of nature or severity of hanClicap

SECTION 503-1- Required employers with federal contracts to institute affirmative actionprocedures by recruitind,training, hiring, and pi-omotAng qualified handicapped persons.

.,

1974 P.L. 93-380 THE EDUCATION OF THE HANDICAPPED AME-NDMENTS "A bitof rights for the handicapped" identification systemsand confidentiality provisions

1. emphasized the rigtit of all childien to a free public education2. introduced the philosophy of mainstrearning qnd the concept of "least

restrictive alterhative"

1975- P.L. R4-142 TI-IE EDUCATION:FOR ALL HANDICAPPED CHILDREN ACT1. increased the federal role in educating the handicapped '2. mandated stricter co Hence rr*3. required an IEP (lndividlThiizecl EdOcation Program) to specify individual needs

and services few 'each child

1976 VOCATIONA EDLICL ATION AMENDMENTS1. .continued 10% allocation of federil funds for the handicapped2. ! applied the principles of P.L. 94-142 t6 vocational education

.E

/

7

S.

WHAT DOES THE LEGISLATION MEANFOR VOCATIONAL EDUCATION? A

Key Legislation

Vocational Education Amendmerits of 1968 'first specific mention ,of.the.handicappedin vocational education legislótion

Rehabilitation Act of 1973 P.L. 93-111postsecondary vocational education pro-,grams to provide appropriateeducationalservices to the handicapped

Education of the Handicapped Ardendmentsof 1974 P.L. 93-380

vocational education included in main-sue: ing and least restrictive alternativerequirements

Education for All Handicapped Children Aciof 1975 P.L. 94-142

reinforced P.L. 93-380required I EP(s) for both general andvocational programs ,

Vocational Education Amendments of 1976specifically apply principles of P.L. 94-142to vocational education

Vocational educators must be prepared toserve all handicapped studenks in regularclasses as well as in special classes;.they mustproyide adequate equipment, materials, sup-port services and adequately trained staff.Individualized Education Progrekms (lEPs) andWork Programs (WFs) must be prepared andimplemented for, each student. These arerequired by law; however, attitudes towardthe handicapped that create barriers as real asphysical obstacles cannot be overlogacl.

1

.

ATTITUDES

Educators, peers, parents, and the commu-nity all have 6 significent influence on thesocial and educational development of anychild. Because handicapped students arespecial, positive attitudes toward their poten-tial for achievement both in the classroom andin.society are most critical.

i-4 4-4-

i--...,11.--

'4: +41-

4I

4-

.= ovum=

W.F. MOSSOSOSSOMMO UU

OSi---- -4-4. 4-4-11I

....1 --.. sob .u.iiiiiiiiii llU. .1.-« , 14.41 41 inIHINp Sel SI1011 - IMMO ISS MEMO11110M5'f . Mg wow II, SSW1411111111OM .411666igi.7./VMS*, 0, .assommoAims. ms snwsses

1110.11Shos; mossomisissI 1'SIM 1111111111ESS111.INNEN IIIIIOWNSOSS IIII

liii.I SRNov gm,I EMI M1111IEEMEMi\

4 r-Issesilsmows

IS

..m...........44444immamommw410

66 iii- l'i . idisusroussouseam.sosmossonsoursomoss .

sumoU.osssMilesell0311111111orisomept 'illng -Iimullosonsme Iseeais is rie sr..% 1

1.1,

g: main:f 14i ,46;"--1- 4.

1

551110MIKrun.

9

1 3

taw.* mm..

11-

.4I.

Moll I

-

tii

4.. 1 . .. 444

Ti 4. 4

I 1 11 't

1-.-.- 4-1.-

. 4.4 4- 4-4 4-4 4.

-4-4.4

4.

4-4..4-.4.4

.

4.....

ATTITUDES EDUCATORS

Vocational educators share the commongoal of everyone in education to identify andto remove barriers that restrict the learningenvironment and that prevent the studentfrom reaching maximum potential.

teachers paraprofessionalsvolunteerssupport staff

.counsolorsprincipa:;

t!

11

1 4

What influences their attitudes?

Let's look at some of the things that influ-ence the development of attitudes towardthe handicapped student.

knowledge of h6dicapping conditionssense of secutity or sense of control overour environmentcontaCt with handicapped personsconfidence in Working effectively with thehandicappedsatisfaetion in having helped the handi- .capped to learn and to growadequate training for workitig with thehandicappedfavorable acceptance of the handicappedrecognition of the ability of the handi-capped to make a positive social and per-sonal adjustment and to become self-sufficient

Here are some suggestionsfor improving attitudes:

The school, through planning, sharinginformation, and training can aid staff indeveloping more positive.attitudes toward the':handicapped.

correct misconceptions about handicappedstudents and their Capabilitieserase fear of hurting or harming the handi-cappedrealize that the handieapped do*not createa safety problem in vocational areasmotivate teachersto avail themselves ofadditional training to meet the.particularneeds of the handicappedincrease support personnel and servicesactiveiy seek funding to purchase neededequipment and materialsallow teachers sufficient time to prepareinstructional materials geared to the handi-capped studentmake all physical facilities and equipmentaccessible to the handicappe&---,--

=1.5

r .r---

1.1.11.../ai al iamb.

F,._,.

.. .1.3/4 l.1."a-...,!''

441Th

0411144411ATtITUDES PEERS

As handicapped students are meinstreamedin regular classrooms, positive attitudes oftheir non-Nndicapped.peers will help them toadlust and will improve the quality of theireducational experience.

fri4dsclapmatesacquaintances

How do they typically feel?

What are some of the more common atti-tudes that non-handicapped children havetoward their handicapped peers?

children often reject or pity the handicappedthey perceive physical hahdicaps as a greeterstigma than ethnic differencesintellectually superior children tend toregard the handicatmed negativelyyounger children tend to have more neutralfeelings toward the handicappedthe educational level of the parent.affects a

.child's attitude toward the handicappedthe child of parents who accept the handi-capped is more likely to accept handicap-

, ping condition

Here are some suggestionsor improving their attitudes.

Appropriate learning experiences and theright classroom atmosphere will foster positiveattitudes of non-handicapped students towardtheir handicapped peers.

plan interaction among handicapped andnon-handicapped students to promote co-operative group contactplan integrated learning experierices forboth groupsdevelop appropriate curricula .and activitiesprovide assistance for teachers from para-professionalsensure that facilities and equipment areaccessible to the handicapped

ATTITUDES PARENTS

i

A pare;tfiuencinga

s attitude f.the utmost impor-tance in s social and per-sonal development. Parents must be realisticin assessing the handicapped child's potentialfor achievement.

What do they typicapy think?

How do many parents perceive the.handi-capped?

parents often believe'that,a child will out-grow a handicaban informed parent irrriore likely to be

olerant Of handicapping conditionsor

it:141:A

Here are some suggestionsfor improving attitudes.

Parents with positive attitudes can help .their handicapped or non-handicapped childto interact positively.,

parents should be well-informed abouthandicapping conditionsparents should discuss handicaps openlywith their childrenparents ofithe handicapped should enbour-age their child to interact with non-handi-capped childrenparents of non-handicapped children shouldencourage their interaction with the handi-capped

:!

.4

I.

er's 414imla;

15

ATTITUDES THE COMMUNITY .1)

Both handicapped and non-handicappedpersons live in the same community.. Positiveattitudes of employers allow the handicappedtolunction as productive members of thecOmmunity.

employers

How do they view the handicapped?

Let's look et the way some employers viewthe handicapped.

their attitudes often reflect the community'sattitude about the ability of the handi-

. capped to adjust to-workemployers with positive attitudes towardthe handicapped tend to be more flexiblein their hiring practicesemployers who see value in employing thehandicapped are willing to provide neces-sary training and Other accommodations .

17

Here are some suggestionsfor improving attitudes.

Employing the handicapped provides anopportunity for them to make a meaningfulcontribution to the community.

providejactual information on handicappingconditions to bosh employer and employeesencourLage interaCtion among hisndicappedand non-handicapped employeesencourage employers to contadt specialschools and rehabilitation agenciespromote flexible hiring practices .make employers aware that the handi-°capped are capable of performing effectivelywithout excessive supervision

t...

9

CONCLUSIONWHAT HAVE WE LEARNED?

Attitudes are often based on misinformation.. or fear of the unknown. To change negativeattitudes toward the hendicapped, we mustanalyze and understand our negative reactions..Negative attitudes often create barriers toaccepting people who are different from us.If we recognize these.barriers, we can elitni-nate them and accept the abilities as well asthe limitations of special people.

When we actept the fact that being differ-ent is.not a handicap, special people wiHrealize their potential and exercise their rightto make a meaningful contribution to society.After all, each of us finds that circumstancesat various times in our lives make us "special".We need and appreciate all the help and under-standing we can get because there are timeiwhen we are all "special".

18

ft

4

..

4

a

.

^

C7)

BIBLIOGRAPHY AND RESOU.RCES

e

Aloia, Gregory F. "Effects of Physical Stigmata and Labels on Judgements of Subnormality byPreservice Teachers. Mental. Retardation, (December, 1975): 17-21.

Abeson, A., and.Zetler, J. "End of the Quiet Revolution: The Education for All HandicappedChildren Act of 1975." Exceptional Children, 44 (1977):114-128.

Barclay, Allan, and Vaught, Glen. "Maternal Estimates of Future Ach* vement in Cerebral PalsiedChildren." The American Journal of Mental Deficiency, 69 (1964). 2-65;

Bond, Richard, and Weisberber, Robert. Mainstreaming the Handicapped 'n Vocational Education:Developing A Positive Attitude. Palo.Alto,.CA: American. Institute for Research in the .

Behaiioral Sciences, 1977..

Bonhan, S. J., Jr. "Public Law 93-380: 'A Bill of Rights for, the Handicapped:" Socus on ExceptionalChildren, 7(1975):1-10.

(

Brooks, Benjamin, and Bransford, Louis A. "Modification of Teachers'Attitudes Toward Excep-tional Children." Exceptional Children; 38 (1971):259-260.

Bryan, Tanis H. "Peer Popularity, of Learning Disabled Children." Journal of Learning Disabilities,

7 (1974):31k35.

Buontempo, Gregory; et al. Vocational Education for the Handicapped: Assistance in Initiating orStrengthening Vocational Programs for Handicapped Youth. New Jersey State. Dept. ofEducation, Trenton:.Bureau of Occupational Research, 1974.

Centers, Louis, and Centers, Richard. "Peer Group Attitudes Toward the knputee Chile! TheJournal of Social Psychology, 61 (19631:127-132. -

Cohen, Shir 'Improving Attitudes Toward the Handicapped." The Educational Forum, 42

..(1977):9-20.

Connie, Tali A. "Acceptance or Rejection of Disabled Persons by Teachers.' The Journal of

School Health,*(April, 1969):278;281.

Cook, Daniel W.; Kunce, Joseph T.; and Getsinger, Stephen H. "Perceptions of the Disabled and

Counseling,Effectiveness." Rehabilitation Counseling Bulletin, 19 (1976):470-475.

Crandell, John M., Jr. "The Genesis and Modification of Attitudes Toward the Child Who Is

Different?" Training School Bulletin, 66 (1969):72-79.

Crunk, William A., Jr., and Allen,Jay. "Attitudes Toward the Severely Disabled Among Five

Rehabilitation Groups." Journal of Applied Rehabilitation Counseling, 7 (1977):237-243.

Eiseman, Russell. "Attitudes Toward the Physically Disabled: Report of a Research Program, with

Implications for Psychotherapy." Training School Bulletin, 68 (1972):202-206.

21

c

Ensher, Gail L. "The Hidden Handicapped: Attitudes Towerd Children and Their Implication."Mental Retardation, 11 (1973):40-41.

Flynn, James R.; Gacka, RiCharil D.;-and Sulidean, David "Are Classroom Teachers Prepared forMainstreaming?" Phi Delta Kappen, 59 (1978):562.

"Fostering Positive Attitudes Toward the Handicapped in School Settings." City University ofNew York,.NY; Hunter College Special Education Development Center; New York StateEducation Department, Albanyi Special. Education InstructionOlaterials Center, 1075.

Gearheart, B. R. Orgaraition and Adniinistration of Educational PrOgrams for ExceptionalChildren. Springfield IL: Charles C. Thomas, 1974.

Gickling, Edward E., and Theobald, John T. "Mainstreiming: Affector Effect."Journal or SpecialEducation, 9 (1975) :317-328.

GilmoNi!tuart I. "Social and Vocational Acceptability of Esophageal Speakers Compared'toNo al Speakers:Journal of Speech and Hearing Research, 17 (1974):599-607.

poffman, Ervirig. Stigma: Notes on the-Management of Spoiled Identity. Engelwood Cliffs, NJ:Prentice-Hall, Inc., 1963.

good, Thomas L., and Brophy, Jere E. "Behavioral Expression of Teem. Attitudes."Journal OfEducational Psychology, 63 (1972):617-624.

Gottlieb, Jay, and Gottlieb, harbard W. "Stereotypic Attitudes1Toward Handicapped Children."American JoUrnal of Mental Deficiency, 82 (1977) :65-71.

Gottlieb, Jay. "Attinides Toward Retarded Children: Effects of Labeling and Behavioral.Aggres-siveness."Journal of Educational Psychology, 67 (1975):5617585.

Gullotta, Thomas P. "Teacher Attitudes Toward the Moderately Disturbed Child." Exceptional ,Children, 41 (4971):45-47.

f -

Harasymiw, Stefen J., and Horne, Marcia D. "Integration of Handicapped Children: Its Effect onTeacher Attitudes " Education 96 (1976):153-156.

Hartli, Robert. "Attitudes and Mental Retardatibn: Review of the Literatire.." Training SchoolBulletin, 69 (1973):150-164. . ,

Higgs, Reginald W. "Attitude FormationContact or Information?" Exceptional Children, 41(1975)..496-497.

Horowitz, Leola A.Jlees, 'Norma S.; and. Horowitz,,Milton W. "Attitudes Toward Deafness as aFunction of Increasing Maturity.'javrhal of gocial Psychology, 66 (1965):33t-336.

Hughes, James H. Mainstreaming the Handicapped in preparatory Occ.upational EducationalProgiams in North Carolina. Chapel Hill, NC: System Sciences, Inc 1978.

1

Jensen, G. D., and Kogen, Kate L. !Parental Estimates of the Future Achievement of ChLren withCerebral Palsy."Journal of Mental Deficiency Research, 6 (1972) :56-64.

,

22

20

I qi

I.

#

JeWisb Employment and Vocational Service. Suivei of Employer Experience and Opinions ,

Concerning Mentally Retarged Persons as Employees. St Louis, MO: Jewish Employment

and Vocational Service, 1960. ft

Jones, Reginald L. 7'The Hierarchical Structure,of Attftudes Toward theExceptional." Exceptiqal

Children, 40 (1974) :430-435.0, \

Jordan4;Jahri E. Attitude BehaviorxTgwerd Mentally Retarded Persons A Cross Cultural'Analysis.

Michigan State University, East Lansing, MI: Michigan State;Universtty, 1970.. . ,

Jordan, John E., and Proctor, Doris l' "Relationships Between Knowl dge of ExceptionalChildren,

Kind and Amourit.of Experkence with Them, and Teacher Attitudes Toward their Classroom

Integration." Journal of Special Education, 3 (1969):433-439.

I.

0

Jpnes, R. L.; Layine, K.; and Shelf, J.1"Blind Children Integrated in Classrooms withSighted

Children'. A Sociometric 5tudy.''

Katz, Phyllis A.; Katz, Irwin; and Cohen, Shirley. "White Children's Attitudes Toward Blacks andthe,PhysicaHy Handicapped: A Developmental Study." Journarof Educational Psychology,

68,(1976):20-24. , ."Kennedy, P., and 8ruini4s, R. H. "Social Status of Hearing linpaired Children in Regular Class-

rooms." Exceptional Children, 8 (1974):336-342. .

Kuhn, Judith. "A Comparisop of Teacher's Attitudes Toward Blindness and Exposure to BlindChildren." The New Outlook for the Blind,.65 (1971):337-340.

Lazar, Alfred L.; Gensley, Julianne T.; and Orpet, Russel E.."Changing Attitudes of YoungMentally Gifted Children Toward Handicapped Persons." ExceptionatChildren, 37 (1971):

600-602. 4'

Mardell, Colleen J.; ad Strain, Phiilip S. "An Analysis of FaCiors Related to the Attitudes of'Regular Class Teachers Toward Mainstreaming Mildly Handicapped Children." ContemporaryEdUcational Psychology, 3 (1978):154-162.

t. Martin, Jane W. "41ttitudes ToWard Epileptic Students:in ity High School System." Journal ofSchool Health, 54 (1974):144-146. -

A -

Mayers, Oredericka. "Modifying Attitudes and Adjustment Through Social Work Training in an

.Agency Serving the VisuaHy Handicapped." The New Outlook for the Blind, (February, 1976):

72-77. . ,.

Mayhald, Richard I. "The Attitudes of Selected Student Teachers at Oklahoma State University

. Toward the Physically Disabled." Masters Thesis, Qklahoma State University, 1974.

McKinney, Lorella A. "Special Needs Education: The Message is More." American Vocationaljournal, (Decrber, 1976):26-27.

Miller, Arthur G. "Role of Pbrisical Attractiveness in Impression Formation." Psychonomic '

Science, 19 (1970):24 I-243.

23I.

NI 141.

If

ts

d

-Nichols, W. H. "Blind Persons in Dab Processing: The Attitude of Industry." The New Outlook forthe Blind, (November, 1970)4293-296. -

Nosanchuk, T. A.; Mann, Leon; and Pletka, Irene. "Attitude Charige as a Function of Commitment,. Decisioning, aM Information Level of Preteit." E:ducational and Psychological Measurement,

324(1972)1.377-386.

Payne, Reed, and Mdrray, Charles. "Principals'Attitudes Toward Integration of the Handicapped."m, Exceptional Children, 41 (1974):123-125.

/,Pari§h, Thomas S.; Eads, Gerald M.; Reece, Nancy H.; and Picitello, Mary A. "Assessment andAttempted Modification of Future Teachers' Attitudes Toward Handicapped Children."Perceptual and Motor Skills, 44 (1977):541-542.

Peterson, Gerald F. "Factors Related to the Attitudes of Nonretarded Children Toward their EMRPeers."American Journal of Mental Deficiency,' 79 (1974) :412-416.

Rapier, jacgubline; Adelson, Ruth; Carey, R ichard; and Croke, Katherinp. "Changes in.ChildrenitAttitades Toward the Physically Handicapped." Excepiional Children, (November, 1977):219-223.

Richardson, Stephen A. "Research Report: Handicap, Appearance, and Stigma." Social Scienceand Medicine, 5 (1971):621-628.

Thornal-E.;Triardis, H. C.; and isatterson.. C. H. "Indices of Employer Prejudice TowardDIttabled App I icants." Journal of Applied Psychblogy,,47 ( 1963) : 52-55.

Salvia, John; Ysseldyke, James E.; and Clark, Gary M. "Teacher Retention of Stereotypes ofExceptionalkty." Exciotional Children, 39 (1973) :651.-652.

Saunders, Franklin F. "Attktudes Toward Handicapped Persons: A Study of the DifferentialEffects of Five Variables."Ph.D. dissertation, Florida'Stat University, 1969. .

Schmidt, Leo J., and N son, Calvin A. "The Affective/Cognitive ttitude Dimension of Teachersof Educable MentMlyRetarded Minors." Exceptional Children, 35 (1969):695-701.

Shatel, Jay Fi.; lano,Michard P.; and McGettinger, James F. "Teacher Attitudes Associated withthe Integration of Handicapped Children." Exceptionol Children, 38 (1972) :677-683.

Simpson, Richard L.; Parrish, Nancy E.; and Cook, James J. "Modification of Attitudes ofCI* Children Toward the Handicapped for the Purpose 9f Achieving Integration."

Conte porary Educational Psychology, 1 (1976):46-51

Siperstein, Giry N., and Gottlieb, Jay. "Physical Stigma and Academic Perforrgance as Factors: Affectirig-Givildren's First Impressions of Handicapped Peers." American Journal of Mental,

Deficiency, 81 (1977):455.462.

Smith, I. .Leon, and Greenberg, Sandra. The Educable Mentally Retarded Child: Current Issuedand Teacher Attitudes. New York, NY: Yeshive University, 1973.

24

0

Smith, I. Leon, and Greengerq, Sandra. "Teacher Attitudes and the Labeling Process." ExceptionalChildren, 41 (1975);319-324. ,

SteWart, DaVid M. "Survey of Community Employer,Attitudes Toward Hiring the Iclandicapped."

4 Mental Retardation, 15 (1977):30-31.

U.S. General Accounting Office. Training Educators for the Handicapped, A.Need to Redirect .

; Federal Programs, 1976. ) .

Wallace,'Sidney June. "A Survey of High School Vocational Educators: Opinions on IntegratingSpecial Class Students into Regular Vocational Programs." Master's Thesis, University of

Oregon, 1971.1.

Wechsler, Henry; Suarez, Amorita; end McFadden,Mary. "Teachers' Attitudes Toward the Educa-

tion of Physically Handicapped Children: Implications for the Implementation oj Massachu-

setts Chapter 766." Journal of Education, 157 (1975):17-24.

Wices, Edward A., and Carlucci; Lance W. "Attitudes of Counselors Toward Three HandicappedClient Groups." Rehabilitation Counsel* Bulletin, 15 (1971) :25-34.

Yates, James'R."Model for Preparing Regular Classroom Teachek for Mainstreaming." Exceptional

Children, 39 (1973):471-473. .'

RoJand K., ana Mehers, C. Edward. "Effects of Labeling es Educable Mentally Retarded

on Teachers' ExpectanCies for Cha.ige in a tudent's Performance." Journal of Educational

Psychology, 67 (1975):521-527. :

Z

25

-