The Study of Primary Teachers Attitudes toward the Integration of Educable Mentally Retarded Children

Author: Mei-Ho Lin

Abstract：

With the trend toward keeping handicapped children in the educational mainstream, the development of resource room program has been observed as an ideal educational replacement for educable mentally retarded children. This educational replacement is to integrate the educable mentally retarded into regular classes with supportive resource room services in order to develop their abilities in academic and social adjustment.
The experimental programs are now undergoing both in some of the primary and secondary schools in this country. Getting full cooperation and support from regular school class teachers is important for this program, therefore, the questionnaire is designed to realize teachers' attitudes toward the educable mentally retarded with respect to their integration into the regular program with support resource room services. This study contains the pre- and post-test; during these two tests' administered period, teachers shall receive professional training in special education for eighteen weeks and then take up the teaching activities in special class for educable mentally retarded children for one semester. The result indicates most of the teachers before receiving professional training in educating the educable mentally retarded disagree to have retarded children to be integrated into regular classes.
However, after having received the professional training, all teachers are in favour of educational mainstream with supportive resource room services. On the base of this study, resource room program can be put into practice in this country.

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