Attitude difference toward disabled persons as a function of educational integration

This study attempted to identify the fact of differences in attitudes of non-handicapped children toward their handicapped peers using the factors of contact and knowledge resulting from educational integration as independent variables. The interaction effects of sex and grade level (fifth and ninth) were also analyzed. A final component studied was the relationship between the attitudes of the pupils and that of their respective teachers. The specific research problem for the study had four parts. 1. Is there a difference in attitude toward disabled persons among the following groups: a. Children enrolled in an educationally integrated school. b. Children enrolled in a non-integrated school with special education classes on the campus. c. Children enrolled in a non-integrated school with no special education classes on the campus. 2. Is there a difference in attitude between fifth- and ninth-grade pupils within the sample groups? 3. Is there a difference in attitude between males and females within the sample groups? 4. What is the relationship between the attitudes of the children selected to serve as subjects for the sample groups and the teachers in the classrooms from which the subjects are selected? A total of one hundred twelve children were randomly chosen from grades five and nine with an even distribution by sex. Sample selection was made from non-metropolitan school districts in order to provide a wider cross section of subjects. The teacher sample was composed of teachers of the pupils chosen. The number of teachers was twenty-four. The instrument used was Form A of the Attitude Toward Disabled Persons (ATDP) scale. The pupil data was analyzed using a three-way analysis of variance design. The Pearson product-moment correlation was used to determine the relationship between teacher and pupil scores. The significance of r was tested using a critical-ratio z test. Results of the data analysis showed that between group difference was statistically significant at the .01 level. Significant difference at the .01 level was also found between males and females, with females indicating more positive attitudes. Between grade difference was found to be non-significant. Attitudes of students and teachers were found to be unrelated.