Among conclusions were that presence or absence of a special class or program within a school did not appear to influence the principal's attitude toward or knowledge of exceptional children, and principals demonstrated significantly less knowledge than experts regarding placement. (SB)

The study involving 46 fourth graders evaluated the effects of a film pointing out how aspirations and interests of handicapped children are similar to those of nonhandicapped classmates. The film did not appear to be sufficient to handle all questions nonhandicapped children might have about handicapped peers, and its effect did not appear to be…

Results indicated that inservice workshops and undergraduate level vocational special needs courses (preservice) were most effective in modifying attitudes of vocational teachers toward the handicapped. (DB)

Among findings were that primary and middle grade teachers were more willing to integrate handicapped students than were teachers of grades 7 and 8 and that those teachers who had taken courses in special education were more willing to accept handicapped students in their classes than were those who had not taken such courses. (SBH)

Application of systematic research synthesis procedures to 28 studies of general education teachers' attitudes toward inclusion indicated that, overall, about two-thirds of the teachers support inclusion. Their support, however, varied depending on the disability. Only one-third or less believed that they have the time, skills, training, or…

This study investigated the extent to which the overrepresentation of African American students in more restrictive special education settings is attributable to their overrepresentation in disability categories more likely to be served in more restrictive educational environments. Within 5 disability categories (emotional disturbance, mild mental…