Parent perspective on preschool mainstreaming: The effects of attitude, contact and knowledge

This dissertation provided an analysis of perspectives of parents of handicapped and nonhandicapped preschool children to preschool mainstreaming. It examined whether the variables, knowledge of the abilities and limitations of handicapped children, and contact with handicapped persons had a positive or negative effect on parental perspectives. Two hundred forty parents (one hundred twenty parents of handicapped preschool children and one hundred twenty parents of nonhandicapped preschool children) participated in the study. 77% of the sample responded to the questionnaire. T-Tests and an analysis of variance were used to analyze the results. The study concluded: (1) parents of handicapped and nonhandicapped preschool children had similar views about preschool mainstreaming; (2) knowledge of the abilities and limitations of handicapped children was a critical factor in determining whether parents reacted favorably to preschool mainstreaming; (3) contact with handicapped persons was not a significant variable in influencing parental perspective; and (4) both sets of parents considered socialization as the primary goal of preschool education although parents of nonhandicapped children were significantly less concerned with cognitive development. These findings are significant for administrators who must develop strategies to encourage parental acceptance of preschool mainstreaming since they suggest: (1) a public educational campaign designed to increase parental knowledge of the abilities and limitations of handicapped children is necessary if preschool mainstreaming is to be accepted; (2) preschool curricula should emphasize social skills while providing for cognitive development; and (3) contact with handicapped persons in and of itself will not produce a favorable attitude toward mainstreaming.