Israeli Elementary School Students' and Teachers' Attitudes Towards Mainstreaming Children with Disabilities

Abstract The present study examined attitudes of Israeli elementary school students (N = 2845) and their teachers (N = 145) towards children with disabilities and mainstreaming. Correlations were sought between several independent variables, some common to both groups, and others specific to one or the other. No correlations were found between students' and teachers' attitudes towards children with disabilities and towards mainstreaming. Findings indicated that the Israeli students displayed a custodial, patronizing attitude, while the teachers' approach was of a more medical and diagnostic nature. The most significant background variable found to correlate with positive students' attitudes towards their peers with handicaps was previous contact with children with them. The variable of previous contact did not affect teachers' attitudes.