Teacher attitudes toward mainstreaming: a cross‐cultural study in six nations

Abstract

Attitudes of teachers toward the educational mainstreaming of special needs students in six nations ‐ the United States, Germany, Israel, Ghana, Taiwan, and the Philippines ‐ were compared. Also investigated were teacher background variables associated with attitudes toward integration. Findings revealed that the most supportive views were expressed by teachers in the United States followed by educators in Germany. Attitudes of teachers in the other nations represented mainly a neutral disposition toward mainstreaming. The lowest attitude scores were obtained for Israeli non‐kibbutz educators. Several variables were associated with attitudes: training in special education, grade level, age, teaching experience, and experience with individuals who are disabled. The role that teacher preparation programs and effective mainstreaming practices have in the development of teacher support for integration are discussed.

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