Characteristics of Teachers Implementing Home Economics Programs for Physically Handicapped Students

The purpose of this exploratory study was to ascertain selected attitudes, characteristics, and instructional behaviors of teachers implementing home economics programs for physi cally handicapped students. Twenty‐six teachers employed in fifteen public day or residential schools in six Midwestern states made up the deliberate sample. Data were collected by observation, questionnaires, and selected attitudinal and knowledge devices. On the Analysis of Teaching Instrument, teachers scored highest on items which involved students in the learning process, provided a combination of activities, and exhibited concern for their pupils. Less experienced teachers tended to score higher on the Analysis of Teaching Instrument and the Ambiguity Tolerance Scale, whereas more experienced teachers scored higher on the Attitude Toward Disabled Persons Scale. While teachers considered knowledge of handicap ping conditions and contact with disabled persons important, they did not score high on instruments which measured these characteristics; they did score high on the attitudinal device. Results suggest that teachers of mainstreamed classes need to have a command of the subject matter presented, basic knowledge of handicapping conditions, and training which includes experiences that foster realistic, positive attitudes by working with and teaching handicapped students.