Abstract
The present study analyzed the relation between experience with educational integration, contact with individuals with mental retardation, and attitudes toward people with mental retardation. Participants in the study were 79 university students. The dependent variables were attitude scores on "practical good will," "affirmation of ability," "integration in the classroom," "integration in the community," and "ideal good will." The main results were as follows: (1) experience with educational integration was found to be related to attitudes about "integration in the classroom" and "integration in the community"; (2) contact with individuals with mental retardation was found to be related to all the attitude measures used in the present study.
