Teacher and Parent Perspectives on Selected Social Aspects of Preschool Mainstreaming

Abstract

The purpose of this two‐phase study was to compare teacher and parent perspectives on some important issues concerning preschool mainstreaming or the integration of handicapped and nonhandicapped children. A questionnaire was used to gather data from preschool teachers in two types of federally funded mainstreamed preschools and from a sample of parents whose children attended mainstreamed preschools. Analyses indicated that there were no significant differences among teacher responses based on type of mainstreaming setting. There were some significant differences, however, between teacher and parent responses to questions concerning the value of preschool mainstreaming, the social interaction of the preschoolers, and parent involvement activities. Explanations of these differences are discussed together with implications for future research.