Most LD students spend the major part of the school day within the regular classroom. Research, however, supports the rejected status of these students. The purpose of this presentation is to: (a) review research pertaining to the feelings professionals and peers have about learning disabled students, and (b) review those factors that may be important for consideration when attempting to modify these perceptions. School psychologists should address the attitudinal issues with a knowledge and basic conceptualization of various strategies that may be utilized to initiate attitude modification programs.
Most learning disabled students spend the major part of the school day within the regular classroom; even before the passage of the "mainstreaming" legislation, McCarthy and McCarthy (1969) estimated that less than 1% of LD students were in special classes. As a consequence, school psychologists must be concerned with the adequacy of classroom interactions. Of critical importance are the attitudes teachers and peers have toward the LD student, since they may affect their ultimate adjustment and performance.
The purpose of this presentation is to: (a) review research pertaining to the feelings professionals, peers, and parents have about learning disabled students; and (b) review those factors that may be important for consideration when attempting to modify these perceptions. School psychologists must begin to address the attitudinal issue with a knowledge and basic conceptualization of various strategies that may be utilized to initiate attitude modification programs.