Elementary Teachers' Cognitive and Affective Perceptions of Exceptional Children
114 elementary teachers were examined on knowledge of exceptional children and attitudes toward mentally retarded children in a pretest-posttest experimental control group design. 20 teachers were enrolled in a 10-wk. course in which characteristics of exceptional students were discussed. These 20 teachers, called administrative teachers, provided inservice training to 57 participating teachers (experimental group). Statistically significant changes in knowledge occurred for the 57 participating teachers but not in a control group of 57 used for comparison. No significant changes in attitudes toward mentally retarded children were observed.