Parish T S, Eads G M, Reece N H, Piscitello M A
Percept Mot Skills. 1977 Apr;44(2):540-2. doi: 10.2466/pms.1977.44.2.540.
In a study designed to determine whether future teachers have negative sttitudes toward groups of exceptional children based upon the labels attached to these children, 13 special education majors and 32 students majoring in other fields of education were administered the Personal Attribute Inventory at the beginning and conclusion of an introductory course in special education. Results for labels, physically handicapped, educable mentally handicapped, and learning disabled, indicated that the latter two were evaluated significantly less positively than the first on both pre- and post-course testings. There were no significant differences between the respondents' pre- and post-course ratings of the three labels. Interestingly, special education majors were significanlty more positive in their pre- and post-course evaluations than non-special education majors. These findings certainly are not supportive of "mainstreaming" children who have been categorized as either learning disabled or educable mentally handicapped.
在一项旨在确定未来教师是否会基于附加在特殊儿童群体上的标签而对他们持有负面态度的研究中，13名特殊教育专业学生和32名其他教育领域专业的学生在特殊教育入门课程开始和结束时接受了个人属性量表测试。对于“身体残疾”“可教育的智力残疾”和“学习障碍”这些标签的测试结果表明，在后两种标签的课前和课后测试中，其得到的积极评价明显少于第一种标签。受访者对这三种标签的课前和课后评分没有显著差异。有趣的是，特殊教育专业学生在课前和课后评估中的态度明显比非特殊教育专业学生更积极。这些发现显然不支持将被归类为学习障碍或可教育的智力残疾的儿童“主流化”。
