Influence of the EMR label on initial expectations of regular-classroom teachers.

Regular-classroom elementary teachers (N = 1,114) were queried as to their initial expectations for mainstreamed handicapped children. Subjects were randomly assigned to treatment conditions and told that the experimenter was interested in assessing their initial expectations for a child being considered for placement in their class. Each teacher was shown a photograph and read a vignette about a particular child who was portrayed as varying in attractiveness, school-related traits, and labeled background (i.e., educable mentally retarded). Subjects then completed a questionnaire on which they indicated their initial expectations regarding: (a) academic ability, (b) the child's behavioral potential, (c) their ability to work with the child, and (d) their general impressions of that child. Results indicated that the label EMR differentially influenced teacher expectations across the four areas rated. Data also showed that a child's attractiveness and school-related traits significantly influenced initial expectations of regular-classroom teachers. Ramifications of the findings were discussed.

Increasing initial interactions among integrated EMR students and their nonretarded peers in a game-playing situation.

Two ways of increasing the initial interaction among integrated EMR students and their nonretarded classmates in a game-playing situation were examined. Three hundred and four randomly assigned intermediate school students observed classmates about to play a simple game and were asked to select partners and opponents from two pairs of students matched on sex and grade. The experimental pair had 1 EMR student and 1 nonretarded student; the control pair had 2 nonretarded students. The subjects' past knowledge of the pair members served as a covariate in the design to determine whether past knowledge influenced their selections of pair members. Each subject was also provided information regarding the competency level of each pair member in relation to the particular game. Results indicated that the covariate was not a significant factor in the selection process; however, the appended competency statement and the game-playing option were found to be highly significant in influencing selection of the pair members and increasing the selection of the EMR child by his nonretarded classmate.

Influence of a child's race and the EMR label on initial impressions of regular-classroom teachers.

Regular-classroom elementary school teachers (n = 99) were shown a photograph of an 11-year-old black, Mexican-American, or white child and were told that the child was either EMR or attended a fifth-grade class. Three dependent measures were used to assess the teachers' initial impressions of the child's attractiveness and his academic and behavioral potential. Data indicated that the race of the child significantly influenced the teachers' initial expectations. The EMR label yielded significant results when the teachers assessed the child's intellectual potential. A significant interaction was found on the behavioral measure between race and label, indicating that the race and label of a child can differentially influence a teacher's initial impressions of his or her behavior. Implications and suggestions for further research were discussed.