Israeli elementary school students’ and teachers’ attitudes towards mainstreaming children with disabilities

Shunit Reiter; Michal Schanin; Emanual Tirosh

doi:10.1300/J008v13n01_02

Israeli elementary school students’ and teachers’ attitudes towards mainstreaming children with disabilities

Shunit Reiter, Michal Schanin, Emanual Tirosh

Department of Special Education

Research output: Contribution to journal › Article › peer-review

Abstract

The present study examined attitudes of Israeli elementary school studcnts (N = 2845) and their teachers (N = 145) towards children with disabilities and mainstreaming. Correlations wcrc sought between several indcpendent variables, some colnmon to both groups, and others specific to one or the other. No correlations were found between studcnts’ and teachers’ attitudes towards children with disabilities and towards mainstreaming. Findings indicated that the Israeli students displayed a custodial, patronizing attitude, while the teachers’ approach was of a more medical and diagnostic nature. The most significant background variable found to corrclatc with positive students’ attitudcs towards their peers with handicaps was previous contact with children with them. The variable of previous contact did not affect teachers’ attitudes.

Original language	English
Pages (from-to)	33-46
Number of pages	14
Journal	Special Services in the Schools
Volume	13
Issue number	1-2
DOIs	https://doi.org/10.1300/J008v13n01_02
State	Published - 1998

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Applied Psychology
Psychiatry and Mental health

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title = "Israeli elementary school students{\textquoteright} and teachers{\textquoteright} attitudes towards mainstreaming children with disabilities",

abstract = "The present study examined attitudes of Israeli elementary school studcnts (N = 2845) and their teachers (N = 145) towards children with disabilities and mainstreaming. Correlations wcrc sought between several indcpendent variables, some colnmon to both groups, and others specific to one or the other. No correlations were found between studcnts{\textquoteright} and teachers{\textquoteright} attitudes towards children with disabilities and towards mainstreaming. Findings indicated that the Israeli students displayed a custodial, patronizing attitude, while the teachers{\textquoteright} approach was of a more medical and diagnostic nature. The most significant background variable found to corrclatc with positive students{\textquoteright} attitudcs towards their peers with handicaps was previous contact with children with them. The variable of previous contact did not affect teachers{\textquoteright} attitudes.",

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Israeli elementary school students’ and teachers’ attitudes towards mainstreaming children with disabilities

Abstract

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