The Validation of a Scale to Measure Attitudes toward the Classroom Integration of Disabled Students

Abstract

An eighteen-statement scale that met the prescribed criteria of brevity, usefulness with persons other than special educators, ease of administration, and satisfactory validity and reliability was developed to measure attitude toward "mainstreaming." Subjects were 161 preservice and in-service students from seventeen teaching fields. A principal axis factoring procedure yielded four relatively discrete factors: learning capability, general mainstreaming, severe disability, and social behavior. An adjusted split-half reliability coefficient of .92 was obtained. 266-88.