Abstract
Attitudes and personal characteristics of regular class teachers were examined in 32 regular class teachers. Of these, 16 had had a 7- or 8-year-old child transferred from their class to a special class (SC teachers), while the remainder, who had children of comparable age and ability in their classes, did not refer such children to special class placement (NR teachers). The NR teachers were more in favor of mainstream provisions for low-ability children; they reported a higher proportion of low achievers in their classes; and a higher proportion of them were married. The results are discussed in terms of the probable influence of teacher attitudes and characteristics on special class placement decisions and on mainstreaming program effectiveness.
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