The semantic differential technique in the examination of teacher attitudes to handicapped children

Abstract

The study investigated the relationship between the attitudes of educators to exceptional children and the amount of contact with such children, knowledge about them, and the demographic variables: sex; age; and teaching experience of the respondents. A Semantic Differential technique was used and ten scales were rated over four concepts: physically handicapped children; emotionally disturbed children; mentally retarded children; speech impaired children. Attitude, represented by factor scores on a ‘social acceptability’ dimension, was correlated with the independent variables and produced low (r<.30) and inconsistent coefficients. An analysis of variance of the means of the ten scales over the four concepts indicated a more negative evaluation of the concept representing emotionally disturbed children than of the other three concepts. The evaluations were made in response to disability labels, and the results point to the need for further empirical research into the effects of labelling children on the attitudes of educators.