Attitudes of secondary principals toward the learning disabled, the mentally retarded, and work-study programs.

Abstract

W ork-study programs that allow students to receive vocational training and work experience while in school have long represented a major option in secondary programming for handicapped students (Cegelka 1970). The success of such programs may well depend in part on the extent to which regular educators support programs for handicapped students and mainstreaming efforts. Regular educators tend to be less accepting of handicapped children than of nonhandicapped children (Kingsley 1967); the label learning disabled attached to a child is sufficient to produce negative evaluations by teachers in some cases (Foster, Schmidt, & Sabatino 1976, Foster & Salvia 1977).