Relationships between Knowledge of Exceptional Children, Kind and Amount of Experience with Them, and Teacher Attitudes toward Their Classroom Integration
Relationships between Knowledge of Exceptional Children, Kind and Amount of Experience with Them, and Teacher Attitudes toward Their Classroom Integration 1 JOHN E. JORDAN, Ph.D. Michigan State University DORIS 1. PROCTOR, Ph.D. Speech Therapist Haring, Stern & Cruickshank (1958, p. 1) have reported that although successful educational programs for exceptional children appear to be largely dependent upon the attitudes