Abstract
The study examined regular-classroom teachers' attributions and instructional prescriptions for normal achieving (NA), educationally handicapped (EH), and educable mentally retarded (EMR) pupils. Teachers were provided an experimental packet containing simulated background and current achievement information on an NA, EH, or EMR pupil. Background descriptive information reflecting an NA, EH, or EMR pupil affected teachers' failure but not success attributions as well as the manner in which they revised their failure-attribution ratings. In addition, it was found that teachers' initial instructional prescriptions were anchored by descriptive information reflecting characteristics of NA, EH, and EMR pupils. However, as teachers continued to receive current achievement information their instructional decisions appeared to be more weighted on pupils' current performance and less on achievement history. Findings are discussed in light of attributional research and current federal legislation mandating education of handicapped pupils in regular-education settings to the maximum extent possible.
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