This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Gans, K. D. Articles by Flexer, R. W. Search for Related Content Social Bookmarking                         What's this?

Preliminary Needs Assessments for Regular Classroom Placement for Students with Handicaps

Kent, Ohio, USA

Robert W. Flexer

Kent State University, Ohio, USA

Teachers (n = 127) from two school districts in Ohio, USA, were surveyed for their attitudes toward the integration of handicapped children. A principal components factor analysis revealed seven clusters of items accounting for 65 per cent of the variance. A discriminant function analysis was used to determine which items could be used to predict teachers who were willing or unwilling to teach students with handicaps. Two factors, Appropriate Placement and Classroom Management, were predictive with 79 per cent accuracy when combined with items regarding teacher perceptions of the benefit of full-time regular classroom placement, teaching experience with the handicapped, and resource awareness. This information is discussed in terms of the formation of a needs assessment to be used in integration.

School Psychology International, Vol. 6, No. 4, 229-234 (1985)
DOI: 10.1177/0143034385064007


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?