THE INITIAL EXPECTATIONS OF SECONDARY VOCATIONAL EDUCATORS TOWARD MAINSTREAMED HANDICAPPED STUDENTS

Abstract

This study examined the initial expectations of secondary vocational educators toward hypothetical labeled handicapped students under consideration for placement in regular vocational classes. Regular secondary vocational teachers from school districts in Southern Arizona were randomly assigned to six treatment conditions, two levels of behavioral description X three levels of labeled conditions. The purpose of the research was to examine the impact of a labeled condition and varying behavioral descriptions of a tenth grade male student on the initial expectations of the teachers in the study. Teachers responded to a questionnaire concerning the child that contained four subscales: (1) academic potential, (2) behavioral qualities, (3) teacher's appraisal, and (4) stereotype. Results indicated that the labels EMR and LD and behavioral descriptions had significant impact on the initial judgments of teachers. Implications of the findings of the study are discussed.