Adolescents’ Perceptions of Young People with Severe Learning Difficulties: the effects of integration schemes and frequency of contact

Hastings, Richard P.; Graham, Sarah

doi:10.1080/0144341950150204

Cited by 39 publications

(23 citation statements)

References 8 publications

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“…14,16,17,21,22,30,32,[34][35][36][37]40,[45][46][47]49 These studies all showed that the more contact children had with people with disabilities, the more positive their attitudes were towards disability. From the nine articles in which effect sizes were available or calculated, effect size d ranged from 0.17 to 2.45 (Table I).…”

Section: Main Results Of Individual Studiesmentioning

confidence: 99%

“…24,[39][40][41] In addition to self-reported attitude measures, other techniques included asking children questions about how they would respond to a disabled child described in a written vignette. 12,32,42 One study used a 'post-box' technique, 25 which involved participants posting pictures of children with and without disabilities into boxes labelled in stages from 'always' to 'never' to represent how much they would like to play or work with them. Finally, two studies used peer nomination methods, which involved participants ranking or nominating children in their class or school with whom they would most like to interact.…”

Section: 32mentioning

confidence: 99%

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The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

MacMillan

Tarrant

Abraham

et al. 2013

Develop Med Child Neuro

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ABBREVIATIONS CATCHChedoke-McMaster Attitudes Towards Children with Handicaps STROBE Strengthening the Reporting of Observational Studies in Epidemiology AIM The aim of this review was to systematically review and synthesize observational evidence of associations between children's naturally varying contact with people with disabilities and their attitudes towards disability.METHOD A comprehensive search was conducted across multiple databases. Studies were included if they measured children's contact with people with disabilities and their attitudes towards disability. Qualitative research and studies that experimentally varied the amount of contact children had were excluded. Data were synthesized in a narrative review.RESULTS There were 35 studies that met the inclusion criteria: 22 of these reported a statistically significant association between contact with people with disabilities and more positive attitudes towards disability; two studies reported a negative association between contact and attitudes; and 11 studies reported no association. Incomplete reporting of the methods and results across studies limited the conclusions that could be drawn. INTERPRETATION Studies identified in this review generally indicate that children's contactwith people with disabilities is associated with more positive attitudes towards disability. There is a need for more rigorous research to examine the effect of children's contact with people with disabilities on their attitudes towards disability.Children with disabilities are often the targets of negative attitudes. Parents of children with disabilities have described how negative attitudes are more disabling than their child's impairments. 1 A meta-analysis of studies published between 1990 and 2000 found that, generally, children have better attitudes towards children without disabilities than they do towards those with physical or intellectual impairments.2 Furthermore, in a cohort study conducted over 3 years, between 21% and 30% of children with disabilities experienced peer victimization, as reported by their parents.3 Experiencing negative attitudes and being victimized by peers is associated with self-blame, loneliness, anxiety, and low self-worth. 4 Therefore, it is important to understand negative attitudes towards disability and the factors associated with those attitudes.A series of psychological interventions derived from the 'contact hypothesis' 5 have been designed to promote positive attitudes towards a range of social groups. By creating positive interactions (contact) between members of different social groups, negative attitudes may be reduced. 6 Positive contact can break down psychological group boundaries, reduce anxiety, and elicit emotions such as empathy directed towards outgroup members who are otherwise often inhibited in intergroup contexts.7 A systematic review and meta-analysis of studies involving a range of intergroup contexts suggested that contact is nearly always successful in improving attitudes and reducing prejudice. 6 However, the re...

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Section: Main Results Of Individual Studiesmentioning

confidence: 99%

Section: 32mentioning

confidence: 99%

The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

MacMillan

Tarrant

Abraham

et al. 2013

Develop Med Child Neuro

View full text Add to dashboard Cite

show abstract

“…Three instruments (Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, 30 Acceptance Scale for Kindergarteners, 14,31 and Pictographic Scale 32,33 ) were excluded because they were developed for use with preschool-age children. One instrument (Children's Attitudes Towards Integrated Physical Education 34 ) was excluded because it measured attitudes towards integration rather than attitudes towards children with disabilities; one (Test of Attitudes Towards Children with Disabilities [35][36][37][38][39] ) was not used because there was insufficient information available; and four instruments 13,15,17,40 were excluded because they were devised by their authors for one or two specific studies, and because insufficient evidence of sound instrument development or psychometric properties was reported.…”

Section: Search Resultsmentioning

confidence: 99%

Measuring children's attitudes towards peers with disabilities: a review of instruments

Vignes

Coley²,

Grandjean³

et al. 2008

Develop Med Child Neuro

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This study aimed to identify instruments for measuring children's attitudes towards their peers with disabilities that are suitable for use in epidemiological studies and to report on their psychometric properties. A literature review was conducted to identify instruments measuring at least one of the three components of children's attitudes (affective, behavioural, or cognitive measures) towards peers with disabilities and which are intended for self-completion by children. Criteria used to appraise these instruments were appropriateness, acceptability, validity, reliability, internal consistency, and test-retest reliability. Of the 19 instruments matching the inclusion criteria, 16 measured only one attitude component (affective, n=4; behavioural, n=5; cognitive, n=7); one measured cognitive and behavioural components; and two (Acceptance Scale and ChedokeMcMaster Attitudes Towards Children with Handicaps Scale [CATCH]) measured all three components. The majority of instruments, and those most widely used, were developed in the 1970s and 80s and so do not cover some aspects relevant to current culture, although they are still being used in research. Acceptable levels of validity and reliability were reported. Detailed descriptions of the initial validation process were available for the Acceptance Scale, Adjective Checklist, CATCH, and Peer Attitudes Towards the Handicapped Scale. The Acceptance Scale and CATCH seem to be the most complete instruments among those identified as they include all three attitude components and have appropriate psychometric properties.In the past three decades, policies on inclusive education have resulted in increased integration of children with disabilities into mainstream schools. Inclusive education encourages the acceptance of children with disabilities by their non-disabled peers and can bring about social benefits for all pupils. Negative peer attitudes are commonly considered to be a major barrier to full social inclusion of students with disabilities in schools. 1 Therefore, it is important to promote positive attitudes towards these children and to be able to measure the effects of interventions designed to encourage attitude change.Conceptually, attitudes are thought to be multidimensional, 2 and composed of affective, behavioural, and cognitive components. The affective component addresses feelings and emotional reactions, the behavioural component relates to actual or intended behaviour, and the cognitive component reflects beliefs and knowledge. 3-5 Different approaches have been used to measure attitudes towards people with disabilities, including: (1) direct methods, such as opinion surveys, sociometric techniques, adjective checklists, semantic differential scales, summed rating scales, or social distance scales; 2,4 and (2) indirect methods, such as behavioural observations in which respondents are either unaware that they are being observed, or are unaware of the reason they are being observed. 2 The aim of this article is to present a review of self-completion ...

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“…Krajewski & Hyde, 2000) και άλλοτε αρνητικά (Gash & Coffey, 1995 . Hastings & Graham, 1995 . Nabors & Keyes, 1997) τη στάση των μαθητών.…”

Section: δείγμαunclassified

Απόψεις Και Συναισθήματα Τυπικών Μαθητών Για Την Ένταξη Μαθητή Με Αναπηρία

Λουάρη¹

2016

edusc

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Περίληψη Η τάση που επικρατεί σήμερα στους χώρους της εκπαίδευσης είναι η συνεκπαίδευση των παιδιών, αναπήρων και μη, στο πλαίσιο της γενικής τάξης. Για να ευοδωθεί ο σκοπός της συνεκπαίδευσης κρίνεται απαραίτητη η προετοιμασία των παιδιών της γενικής τάξης, ώστε να επιτευχθεί η ομαλή ένταξη των μαθητών με ειδικές ανάγκες στις γενικές τάξεις. Συνήθως επικρατούν προκαταλήψεις τις οποίες οι μαθητές φέρνουν από την οικογένειά τους ή το ευρύτερο κοινωνικό περιβάλλον, οι οποίες προκαταλήψεις δεν ανταποκρίνονται με την πραγματικότητα. Η επιτυχής ένταξη των μαθητών με αναπηρία στα γενικά σχολεία εξαρτάται κατά ένα μεγάλο βαθμό από την αποδοχή των συμμαθητών τους και την μεταξύ τους θετική αλληλεπίδραση.Για το λόγο αυτό, υλοποιήσαμε ένα πρόγραμμα προετοιμασίας των μαθητών της γενικής τάξης Δημοτικού σχολείου, πριν την ένταξη παιδιού με αναπηρία. Κατόπιν τούτου, διερευνήσαμε περαιτέρω τις απόψεις και τα συναισθήματά τους μέσω συνεντεύξεων στις οποίες συμμετείχαν με τυχαία επιλογή 28 μαθητές. Τα αποτελέσματα συσχετίστηκαν με τα αποτελέσματα του ερωτηματολογίου ώστε να μπορέσουμε πληρέστερα να σκιαγραφήσουμε την προτιθέμενη συμπεριφορά των τυπικών μαθητών στο ενδεχόμενο ένταξης μαθητή με αναπηρία στην τάξη τους. Λέξεις-Κλειδιά: ένταξη, μαθητές με αναπηρία, τυπικοί μαθητές, συναισθήματα απόψεις AbstractThe current trend in students' education is to provide a school community that includes all students, disabled or not. In order to prosper the purpose of inclusive education is needed typical students be aware about characteristics of their disable schoolmate. Prejudices usually prevail in their thoughts, which prejudices students have from their family or from broader social environment. These prejudices do not often correspond with the reality. The successful inclusion of students with disability in mainstream classrooms depends on typical students acceptance and their positive interaction. For that reason, we implemented a program in order to prepare typical students of elementary school for disabled students' inclusion. Afterwards, we try to scrutinize further their feelings and their views through interviews. We involved randomized 28 students. The results were correlated with those of the questionnaire so that we can entirely outline their intended behavior in the possibility of including a disabled student in their classroom.

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Adolescents’ Perceptions of Young People with Severe Learning Difficulties: the effects of integration schemes and frequency of contact

Cited by 39 publications

References 8 publications

The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

Measuring children's attitudes towards peers with disabilities: a review of instruments

Απόψεις Και Συναισθήματα Τυπικών Μαθητών Για Την Ένταξη Μαθητή Με Αναπηρία

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