An Attempt to Change College Students’ Attitudes Toward Individuals With Disabilities

Meyers, Shelly; Lester, David

doi:10.1177/2165222816648076

Cited by 22 publications

(16 citation statements)

References 23 publications

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“…Despite the need to explore attitudes from a multidimensional perspective, an instrument that can examine multiple demission of attitudes, such as the Multidimensional Attitudes Scale Toward Persons With Disabilities (MAS) questionnaire (Findler et al, 2007), has not been used in research on kinesiology students’ attitudes toward individuals with disabilities. The MAS has been used in other disciplines and its scores were compared for different groups: occupational therapy students versus physical therapy students (Vermeltfoort et al, 2014), and disability studies students versus students who were not in disability studies (Meyers & Lester, 2016). The results from these studies indicate no significant difference in the MAS scores between these groups (Meyers & Lester, 2016; Vermeltfoort et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…The MAS has been used in other disciplines and its scores were compared for different groups: occupational therapy students versus physical therapy students (Vermeltfoort et al, 2014), and disability studies students versus students who were not in disability studies (Meyers & Lester, 2016). The results from these studies indicate no significant difference in the MAS scores between these groups (Meyers & Lester, 2016; Vermeltfoort et al, 2014). McKenney (2018) compared pretest and posttest scores of the MAS using disability simulation activities (i.e., a full-day wheelchair simulation and a full-day blindfold simulation) in 10 participants, and found changes in some items of the MAS subsets, not all items.…”

Section: Introductionmentioning

confidence: 99%

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Does Service Learning Work? Attitudes of College Students Toward Individuals With Disabilities

Lee

Chang

Haegele

2020

Journal of Experiential Education

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Background: Service-learning has been used in adapted physical activity and education (APA/E) courses in kinesiology. However, evidence has been lacking to clarify the need for utilizing service-learning in APA/E courses as an avenue to change attitudes of students. Purpose: This study aimed to compare two APA/E courses, one with service-learning and another without, to examine the effect of hands-on experiences working with individuals with disabilities on the attitudes of kinesiology undergraduate students. Methodology/Approach: Seventy-six undergraduate students enrolled in two APA/E courses were divided into the experimental ( n = 28) and control group ( n = 48). Only the experimental group had service-learning, which required working with children with autism in a physical activity program for 8 weeks. Both groups completed a self-efficacy measure and the Multidimensional Attitudes Scale Toward Persons With Disabilities (MAS) questionnaire at pre- and posttest. Findings/Conclusions: The results showed a significant positive change in the experimental group’s affect subset scores of the MAS and the self-efficacy measure. No significant changes in all variables were found in the control group. Implications: The findings of the study indicate that including a service-learning component in APA/E courses would be essential to change attitudes and increase self-efficacy of kinesiology students.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Does Service Learning Work? Attitudes of College Students Toward Individuals With Disabilities

Lee

Chang

Haegele

2020

Journal of Experiential Education

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“…Llegaron a la conclusión de que los aspirantes a profesionales de la salud tienen menos actitudes positivas que las esperadas, y propusieron la implementación de experiencias educativas específicas para promover actitudes más positivas. Diversos estudios se han ocupado de la necesidad de formación de los profesionales para mejorar las actitudes hacia la discapacidad y de llevar a efecto programas en este sentido (Campbell, 2003;Jerlinder, Danermark, y Gill, 2010;Meyers y Lester, 2016;Yuknis, 2015). Reina, López, Jiménez, García--Calvo, y Hutzler (2011) realizaron un estudio con el fin de explorar el efecto de dos programas de conciencización con distinta duración sobre las actitudes de los niños hacia sus compañeros con discapacidad visual en una muestra de 344 estudiantes de educación física españoles (164 niñas y 180 niños).…”

Section: Discusión Y Conclusionesunclassified

Un estudio transversal sobre las actitudes de los estudiantes de pregrado y máster en ciencias de la educación hacia las personas con discapacidad

Gómez

García²,

Sánchez³

et al. 2019

REIFOP

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El objetivo del estudio es explorar las actitudes hacia las personas con discapacidad de estudiantes de Grado de titulaciones relacionadas con la educación primaria y secundaria, en la Universidad Complutense de Madrid. El instrumento de medida utilizado fue la Escala de Actitudes hacia las Personas con Discapacidad –EAPD- (M. A. Verdugo, Arias, B., y Jenaro, C., (1995), con nivel de fiabilidad, en la aplicación del Alpha de Cronbach = 0.92. Esta escala mide los Factores: Valoración de las Capacidades y Limitaciones; Reconocimiento/Negociación, Implicación Personal; Calificación Genérica y Asunción de Roles. De los resultados, con una muestra de 314 alumnos, se destaca que el alumnado tiene actitudes positivas, si bien se han encontrado diferencias significativas entre los diferentes subgrupos de la escala y titulaciones. The objective of the study is to explore the attitudes toward people with disabilities of students of Degree of qualifications related to primary and secondary education, at the Complutense University of Madrid.The measuring instrument used was the Scale of Attitudes towards Persons with Disabilities -EAPD- (MA Verdugo, Arias, B., and Jenaro, C., (1995), with reliability level, in the application of Alpha de Cronbach = 0.92 This scale measures the Factors: Assessment of Capacities and Limitations, Recognition / Negotiation, Personal Involvement, Generic Qualification and Assumption of Roles.From the results, with a sample of 314 students, it is highlighted that the students have positive attitudes, although significant differences have been found between the different subgroups of the scale and degrees.

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“…The knowledge about individuals with special needs has to be supported by the realization of a positive attitude to create an inclusive community. Attitudes can be categorized into cognitive, affective, and behavior (Meyers & Lester, 2016). Attitudes from a cognitive point of view describe the people's perspective of special needs as something annoying compared to the context in general which can have an impact on the quality of life (Vilchinsky & Werner in Meyers, & Lester, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Attitudes can be categorized into cognitive, affective, and behavior (Meyers & Lester, 2016). Attitudes from a cognitive point of view describe the people's perspective of special needs as something annoying compared to the context in general which can have an impact on the quality of life (Vilchinsky & Werner in Meyers, & Lester, 2016). In terms of affection, negative emotions that often arise against individuals with disabilities are low empathy, disgust, and anger or aggression.…”

Section: Introductionmentioning

confidence: 99%

Students’ Knowledge and Attitudes Towards Inclusion in College

Evanjeli

2021

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Students’ knowledge and attitudes towards individuals with special needs contribute to the realization of inclusion. This study aims to describe the graduate students’ knowledge and attitudes towards graduate students with special needs. The number of participants in this study was 130 (37.14% response rate) with an age range of 18-28 years. Correlation analysis, t-test analysis, and ANOVA was conducted to determine the relationship between student knowledge and their attitudes, and comparison of the demographic data. The results showed that there was a positive relationship between knowledge and attitudes towards inclusion but the correlation between knowledge and attitudes towards inclusion tended to be weak. The low correlation coefficient between knowledge and attitudes indicates that knowledge about disabilities is not the main factor determining student attitudes towards inclusion. The experience of interacting with individuals with special needs did not significantly contribute to knowledge and attitudes towards inclusion. The reported interactions with individuals with special needs are in the form of very close and close relationships such as relation with family members, close enough relationships such as relation with colleagues or staff, and acquaintances such as relation with neighbors.

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An Attempt to Change College Students’ Attitudes Toward Individuals With Disabilities

Cited by 22 publications

References 23 publications

Does Service Learning Work? Attitudes of College Students Toward Individuals With Disabilities

Does Service Learning Work? Attitudes of College Students Toward Individuals With Disabilities

Un estudio transversal sobre las actitudes de los estudiantes de pregrado y máster en ciencias de la educación hacia las personas con discapacidad

Students’ Knowledge and Attitudes Towards Inclusion in College

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