The Impact of an in-Service Program on The Attitudes of Teachers Toward Mainstreaming Handicapped Students
Wlodarczyk, Steven Albert
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https://hdl.handle.net/2142/68768
Description
Title
The Impact of an in-Service Program on The Attitudes of Teachers Toward Mainstreaming Handicapped Students
Author(s)
Wlodarczyk, Steven Albert
Issue Date
1981
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Abstract
This investigation used an in-service program with eight characteristics in an attempt to positively effect classroom teacher attitudes toward the integration of handicapped students into a regular classroom. The characteristics of the in-service program were: (1) the teachers in the in-service program will participate voluntarily, (2) the building principal will be an active participant in the in-service program, (3) the teacher's knowledge of the objectives of the in-service program and the rationale for these objectives will be made explicit, (4) the rationale as to how these objectives were selected will be made known to the teachers, (5) the in-service program will be designed for a group of teachers holding a common purpose within a single school, (6) the in-service program will consist of a broad range of activities, (7) the teachers will have continued access to needed resources after the in-service program is completed, and (8) the in-service program will be made available to other non-participating teachers in the schools of the participants.
It was hypothesized that: there would be no difference in the attitudes of teachers towards mainstreaming as a result of their involvement in an in-service program having the above eight characteristics, and the attitudes of: (1) a group of teachers involved in an in-service program which did not have all of the eight characteristics, and (2) a group of teachers not involved in any planned in-service program, as measured by a greater mean gain in their Mainstreaming Inventory test scores.
The subjects involved in the study were: (1) a group of teachers and principals who received the treatment (experimental), (2) a group of teachers who received a portion of the treatment (control A), and (3) a group of teachers and principals who received no treatment (control B).
The instrument used in this study for the pre and the post test was the Mainstreaming Inventory. The Mainstreaming Inventory is a Likert-type survey of summated ratings. All of the teachers in the experimental group were interviewed as a part of the post treatment data.
An analysis of covariance was used to analyze the data to determine the effect of the treatment. A t-test was used to further analyze the difference among the means of the pre and post test scores of building teams within the experimental group.
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