UTILIZING LITERARY-TEXTS IN TEACHER-EDUCATION TO PROMOTE POSITIVE ATTITUDES TOWARD CHILDREN WITH EMOTIONAL AND BEHAVIORAL-DISORDERS

This study examined the effects of a literary text-based course in emo tional and behavioral disorders (EBD) on changing preservice teachers' attitudes toward characteristics of children with EBD. An experimenta l group (N = 32) was instructed with a literary text-based approach, w hile a control group (N = 30) was instructed with a professional text- based approach. Both groups completed a semantic differential survey m easuring attitudes toward children with EBD during the first and last weeks of the 15-week course. Comparison of the groups' pre- and postte st survey results, utilizing analysis of covariance, showed the experi mental group had a significantly more positive change in attitudes tow ard characteristics of children with EBD. Reasons why group difference s in attitude occurred are discussed with emphasis on literary texts' ability to provide a more imaginative, relevant, and humane view of ch ildren with EBD.