Document Type
Dissertation
Date of Award
1984
School/College
College of Education (COE)
Degree Name
Ed.D., Curriculum and Instruction
Abstract
The purpose of this study was to assess teacher attitudes toward the concept of mainstreaming hearing-impaired pupils into traditional classrooms. Specifically, the study was designed to determine whether teacher attitudes toward mainstreaming hearing-impaired pupils are influenced by the variables of sex, ethnicity, religious preference, and age. To provide definition and clarity to the study, 20 basic hypotheses were formulated. The hypotheses were designed to assess attitudinal levels relating to awareness of teacher preparation, pupil's behavior, personal adjustment, teaching implementation, and building facilities. Using the stratified random sample technique, the researcher surveyed 126 classroom teachers (106 females, 20 males) assigned to six urban elementary schools located in Tampa, Florida. The teachers' responses were obtained through the administration of a questionnaire developed by the researcher. To test the hypotheses formulated for the study, the researcher utilized the chi-square test
(nonparametric) for statistical analysis. The .05 level of probability was preestablished as a criterion of statistical significance. Based on the findings of the study, it was concluded that (1) teacher attitudes toward the concept of mainstreaming hearing-impaired pupils were not significantly different when compared with teacher awareness of teacher preparation, pupil's behavior, personal adjustment, teaching implementation, or building facilities, and (2) teacher attitudes toward mainstreaming hearing-impaired pupils were not significantly different when compared with the independent variables of sex, ethnicity, religious preference, or age.
Recommended Citation
Johnson, Richard Arlin, "Attitudes of Classroom Teachers Toward Mainstreaming Hearing-Impaired Pupils." (1984). Dissertations (Pre-2016). 1.
https://digitalscholarship.tsu.edu/pre-2016_dissertations/1