Elementary Teachers'attitudes toward Mainstreaming Educable Mentally Retarded Students

This study examined elementary teacher attitudes toward mainstreaming EMR children on the basis of teacher age, academic training, teaching experience, grade level, and prior teaching experience with mainstreamed EMR children. Multivariate analyses of variance revealed no significant overall differences in teachers’ responses. A consistent pattern, however, of positive attitudes toward mainstreaming was clearly evident. Teachers’ responses to specific statements are presented.