Abstract

The attitudes of 144 high school students toward individuals who have mental retardation were examined using the Mental Retardation Attitude Inventory-Revised (Antonak & Harth, 1994). The inventory is divided into four subscales consisting of statements regarding integration–segregation, private rights, social distance, and subtle derogatory beliefs. Each subscale was assessed along with gender, frequency of contact with individuals who have mental retardation, and prior knowledge about mental retardation. Results indicate that gender and frequency of contact does influence attitudes. These results are significant because these high school students either are or will soon become adults and impact the community with their attitudes.

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