Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-24T13:34:25.277Z Has data issue: false hasContentIssue false
  • English
  • Français

Concerns of Teachers About the Integration of Children with Physical versus Multiple Disabilities

Published online by Cambridge University Press:  26 February 2016

Jeff Sigafoos  and
John Elkins
Jeff Sigafoos*
Affiliation:
Fred and Eleanor Schonell Special Education Research Centre, The University of Queensland
John Elkins
Affiliation:
Fred and Eleanor Schonell Special Education Research Centre, The University of Queensland
*
Correspondence concerning this paper should be addressed to Dr Jeff Sigafoos, Fred and Eleanor Schonell Special Education Research Centre, University of Queensland, Brisbane, 4072
Get access Rights & Permissions [Opens in a new window]

Abstract

The present study compared the attitudes and concerns of regular school teachers towards the integration of children with physical versus multiple disabilities. Teachers were generally positive towards integration for students with physical disabilities and only slightly less favourable towards the integration of students with multiple disabilities. Concerns about integration often depended on the child’s individual needs and degree of disability. Teachers were also concerned that integration might disrupt the classroom and indicated the need for more time and support. Educating children with special needs in the regular classroom was often said to be stressful. While the potential social benefits of integration were recognised, many teachers had observed a lack of positive peer interaction. Specific strategies to facilitate the integration of children with special needs emerged from these data and these are discussed.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 18 , Issue 2 , 1994 , pp. 50 - 56
Copyright
Copyright © The Australian Association of Special Education 1994

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, B., Wilgosh, L., & Sobsey, D. (1990). Sorrow or commitment: The experience of being the parent of a child with severe disabilities. Developmental Disabilities Bulletin, 18, 49–58.Google Scholar
Barngrover, E. (1971). A study of educators’ preferences in special education programs. Exceptional Children, 37, 754–755.Google Scholar
Center, Y., & Ward, J. (1987). Teachers’ attitudes towards the integration of disabled children in regular schools. The Exceptional Child, 34, 41–55.Google Scholar
Center, Y., & Ward, J. (1989). Attitudes of school psychologists towards the integration (mainstreaming) of children with disabilities. International Journal of Disability, Development and Education, 36, 117–131.Google Scholar
Childs, R.E. (1981). Perceptions of mainstreaming by regular classroom teachers who teach mainstreamed educable mentally retarded students in the public schools. Education and Training of the Mentally Retarded, 16, 225–227.Google Scholar
Colaizzi, P. (1978). Psychological research as a phenomenologist views it. In Valle, R. & King, M. (Eds.), Existential alternatives for psychology (pp. 48–71). New York: Oxford University Press.Google Scholar
Frith, G.H., & Edwards, R. (1981). Misconceptions of regular classroom teachers about physically handicapped students. Exceptional Children, 48, 182–184.Google Scholar
Gans, K.D. (1987). Willingness of regular and special educators to teach students with handicaps. Exceptional Children, 54, 41–45.Google Scholar
Harvey, D.H.P. (1992). Integration in Victoria: Teachers’ attitudes after six years of a no-choice policy. International Journal of Disability, Development and Education, 39, 33–45.Google Scholar
Horne, M.D. (1983). Elementary classroom teacher attitudes toward mainstreaming. The Exceptional Child, 30, 93–98.CrossRefGoogle Scholar
Horne, M.D. (1985). Attitudes toward handicapped students: Professional, peer, and parent reactions. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Hudson, F., Graham, S., & Warner, M. (1979). Mainstreaming: An examination of the needs of regular classroom teachers. Learning Disability Quarterly, 2, 58–62.Google Scholar
Larrivee, B. (1981). Effect of inservice training intensity on teachers’ attitudes toward mainstreaming. Exceptional Children, 48, 34–39.Google Scholar
Larrivee, B., & Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. Journal of Special Education, 13, 315–324.CrossRefGoogle Scholar
McDonnell, A.P., & Hardman, M.L. (1989). The desegregation of America’s special schools: Strategies for change. Journal of the Association for Persons with Severe Handicaps, 14, 68–74.Google Scholar
Schmelkin, L.P. (1981). Teachers’ and nonteachers’ attitudes toward mainstreaming. Exceptional Children, 48, 42–47.CrossRefGoogle ScholarPubMed
Stainback, S., & Stainback, W. (1985). Integration of students with severe handicaps into regular schools. Reston, VA: The Council for Exceptional Children.Google Scholar
Strully, J., & Strully, C. (1985). Friendship and our children. Journal of the Association for Persons with Severe Handicaps, 10, 224–227.Google Scholar