Attitudes of Students towards Peers with Disability in an Inclusive School in Nigeria

Inclusion in the Greek Secondary School: Students’ Attitudes Concerning Their Peers With Special Educational Needs in the General Education.

“…Similarly, the three dimensions were confirmed by Olaleye et al (2012). Another research (Thomson &Lilllie, 1995) resulted in the creation of three dimensions of attitudes, with fewer than 36 proposals, a result consistent with the present study, where each dimension included more or less of 12 proposals, whereas in the current research, issues are equally divided for each dimension.…”

“…It is probable that students who live in small cities are dominated by discomfort feelings, which derives by a sense of fear for the unknown (Gash, 1993), in a way that they shape interpretations in a negative meaning. Having a friend with disability contribute to the formation of positive attitudes, related to the three dimensions of the attitude, a result that was emerged in other studies as well (Rosenbaum, Armostrong& King, 1988;Thomson & Lilllie, 1995;Beck & Dennis, 1996;Olaleye et al, 2012). Students adopt a more favor attitude toward students with physical disabilities, in comparison to students who dispose a cognitive disability, learning difficulties or multiple disabilities, a conclusion that is aligned with other surveys (King, Rosenbaum, Armstrong & Milner, 1989;Beck & Dennis, 1996;Tang, Davis, Wu, & Oliver, 2000).Disability grade influence students" attitudes in the way that children who have a friend who presents a mild disability form more positive attitudes for the affective and behavioral dimension in comparison to students who have a friend who dispose a severe disability (Gash, 1996;Gannon & McGilloway, 2009).…”

“…(Rosenbaum, et al, 1986 Table 7 presents the means and standard deviations for the three dimensions and the total attitude, as resulted from the responses of the students. In other study (Olaleye, 2012), the higher mean resulted for the cognitive dimension and the lower mean for the dehavioral dimension. Other study (Rosenbaum, Armstrong & King, 1988) revealed that, the total mean was ranged from 25.0 to 29.1.…”

“…According to Thomson"s & Lillie" s research (1995), means resulted as following: 29.00 (for the school where the inclusion was implemented) and 26.62 (for the school where the inclusion was not foreseen). Similar study (Olaleye et al, 2012) concluded to a total mean equal to 22.55, and the dimensions" scores where calculated as 21.26 for the affective dimension, 19.26 for the behavioral dimension and 26.23 for the cognitive dimension. In a same study (Gonçalves&Lemos, 2014), it is noticed that attitude consists of two dimensions, which are affective / behavioral and cognitive, with a mean 3.7 and 2.79 respectively and total mean equals to 3.47.…”

Influence of children's formed beliefs about characheristic of autism on acceptance of peers with autism spectrum disorder

“…Učenici starosti od 10 do 16 godina su ispoljili pozitivan stav prema vršnjaku sa ometenošću (Olaleye et al, 2012). Mlađa deca (srednja vrednost uzrasta je 9 godina) su imala pozitivnije stavove prema gojaznom detetu kada im je pružena i informacija o njegovom stanju, nego kada nije (Bell & Morgan, 2000).…”