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Attitudinal Barriers to Responsive Vocational Education for Handicapped Students. Information Analysis Paper No. 161.

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Bibliographic Details
Title: Attitudinal Barriers to Responsive Vocational Education for Handicapped Students. Information Analysis Paper No. 161.
Language: English
Authors: Brant, Lynn, Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Peer Reviewed: N
Page Count: 46
Publication Date: 1979
Sponsoring Agency: Office of Education (DHEW), Washington, DC.
Document Type: Information Analyses
Descriptors: Access to Education, Administrator Attitudes, Attitudes toward Disabilities, Counselor Attitudes, Employer Attitudes, Handicapped Students, Intervention, Mainstreaming, Parent Attitudes, Programing Problems, Social Relations, State of the Art Reviews, Teacher Attitudes, Trend Analysis, Vocational Education
Abstract: A study was conducted to review and synthesize the research literature dealing with attitudes toward handicapped persons in educational settings. The aim was to identify the conditions existing in vocational education which lessen receptivity on the part of teachers, counselors, and local administrators toward handicapped students entering programs. It was found that negative attitudes contain cognitive and affective dimensions which may be manifested differently. It was also found that the most effective intervention strategies which may be aimed at those attitude dimensions are information approaches and social contact approaches, respectively. Further, it is probably the affective dimensions of negative attitudes toward the handicapped that are most fundamental, and the design of social contact interventions appears to have much potential for attitudinal change. (Author/JH)
Entry Date: 1980
Accession Number: ED174815
Database: ERIC
Description
Abstract:A study was conducted to review and synthesize the research literature dealing with attitudes toward handicapped persons in educational settings. The aim was to identify the conditions existing in vocational education which lessen receptivity on the part of teachers, counselors, and local administrators toward handicapped students entering programs. It was found that negative attitudes contain cognitive and affective dimensions which may be manifested differently. It was also found that the most effective intervention strategies which may be aimed at those attitude dimensions are information approaches and social contact approaches, respectively. Further, it is probably the affective dimensions of negative attitudes toward the handicapped that are most fundamental, and the design of social contact interventions appears to have much potential for attitudinal change. (Author/JH)