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An attitude scale was constructed using the method of summated ratings. The scale was used to investigate the effect of selected institutional variables on the attitude of the regular-classroom teacher toward mainstreaming special-needs children. The scale was administered to a sample of nearly 1,000 public school teachers in the 6 New England states. A stepwise multiple regression analysis was used to investigate the effect of the institutional variables on teacher's attitude toward mainstreaming. Results of the analyses indicated that of the 7 variables considered, the regular-classroom teacher's perception of degree of success in dealing with special-needs students had the most significant relationship to teacher attitude.
Larrivee et al. (Mon,) studied this question.
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