Changing teachers' perceptions of mainstreaming


A questionnaire was administered pre and post-test to 154 regular classroom teachers enrolled either in an in service program or in university courses designed to prepare regular classroom teachers to teach handicapped children main-streamed into their classes. The questionnaire explored the teachers ’ beliefs and perceptions about mainstreaming in the areas of teaching skills, time available to teach handicapped chil-dren, attitudes toward mainstreaming, availa-bility of materials, support services, and need for additional training. Both the inservice and university courses produced significant changes in the participants ’ responses on th

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