Context Influences Preschool Children's Decisions to Include a Peer with a Physical Disability in Play

Diamond, Karen E.; Hong, Soo-Young; Tu, Huifang

doi:10.1080/09362830802198328

Cited by 34 publications

(45 citation statements)

References 32 publications

(40 reference statements)

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“…The current study makes several unique contributions to the literature of young children's attitudes towards people with disabilities and early childhood inclusion: (i) We examined multiple dimensions of preschool children's attitudes towards people with disabilities in relation to their prior contact with people with disabilities as well as parental factors; and (ii) responses were obtained from multiple and direct sources of information. Overall, the participating children had less than a basic level of understanding of disabilities unlike previous studies suggested (e.g., Conant & Budoff, ; Diamond et al, ). The discrepancy may have resulted from differences in a way that children's understanding of disabilities was measured (Goodman, ).…”

Section: Discussioncontrasting

confidence: 71%

“…Lastly, the cognitive aspect of attitudes may be associated with the affective aspect of attitudes. Even though young children do not have complete understanding of what a disability means, several studies suggest that young children have a basic level of understanding of disabilities and are able to distinguish at least some types of disabilities and learn positive attitudes (e.g., physical and sensory disabilities; Diamond et al, ; Magiati et al, ; Nabors & Keyes, ). Even a basic level of understanding of disabilities may be related to their feelings about peers with disabilities since having a better understanding of another group of people may promote positive feelings about them (e.g., Katz & Chamiel, ; Okagaki et al, ) and reduce fears about people with disabilities that might result partly from the lack of knowledge.…”

Section: The Multidimensional Nature Of Children's Attitudes Towards mentioning

confidence: 99%

“…In addition, the cognitive aspect of attitudes may also be linked to the behavioural aspect of attitudes (i.e., behavioural intentions; whether children say they would accept or reject a peer with a disability) (Diamond & Hestenes, 1996;Diamond, Hong, & Tu, 2008;Favazza & Odom, 1997;Magiati, Dockrell, & Logotheti, 2002). For example, children's understanding of disabilities appeared to predict their decisions to include or exclude a peer with a physical disability (Diamond et al, 2008;Magiati et al, 2002). Lastly, the cognitive aspect of attitudes may be associated with the affective aspect of attitudes.…”

Section: The Multidimensional Nature Of Children's Attitudes Towards mentioning

confidence: 99%

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Children's Attitudes towards Peers with Disabilities: Associations with Personal and Parental Factors

2013

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The purpose of this study was to investigate the following: (i) associations among children's prior contact with people with disabilities and the three dimensions of children's attitudes towards people with disabilities: children's understanding of and their feelings about people with disabilities and their behavioural intentions to make inclusion decisions; (ii) the relation between children's behavioural intentions to make inclusion decisions and the demands of activity contexts and the types of disabilities; and (iii) the association between parents' attitudes and children's attitudes. Participants included 94 typically developing four‐ and five‐year‐old preschoolers. Children's understanding of disabilities and their prior contact with people with disabilities were found to be positively related to their feelings about people with disabilities; children's understanding of disabilities was a significant moderator of the relation between their behavioural intentions and activity contexts or types of disabilities. The hypothesized association between parents' attitudes and children's attitudes was not significant. Preschoolers may benefit from having more regular contact with people with disabilities to develop positive feelings towards their peers with disabilities, which is also related to their understanding of disabilities. Children's behavioural intentions to make inclusion decisions need to be understood in relation to their understanding of disabilities, the demand of activity contexts, and types of disabilities. Copyright © 2013 John Wiley & Sons, Ltd.

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Section: Discussioncontrasting

confidence: 71%

Section: The Multidimensional Nature Of Children's Attitudes Towards mentioning

confidence: 99%

Section: The Multidimensional Nature Of Children's Attitudes Towards mentioning

confidence: 99%

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Children's Attitudes towards Peers with Disabilities: Associations with Personal and Parental Factors

2013

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“…Good social skills, acceptance of oneself, talents, and abilities to ask for help and master one's aids would certainly support students' coping at school (cf., Florian, 2008). This study showed that social skills could be practiced at school, and this has also been noticed in earlier studies too (Diamond & Hong, 2010;Diamond, Hong, & Tu, 2008;Hollingsworth & Buysse, 2009).…”

Section: Discussionsupporting

confidence: 87%

"Let's let the students do by themselves" How to activate students with severe physical disability in the classroom?

Häyrynen¹,

Määttä

Uusiautti

2018

COES&RJ-JSS

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A student with physical disability in the classroom can be a challenge for teaching arrangements. How to pay attention to these students' special needs and what are the best ways of supporting their learning? This research aimed at obtaining information about special education teachers' and other team members' experiences of everyday work with education of students with severe physical disability. This research was set one main question: How to activate students with severe physical disability in the classroom? The research participants of this research were the team members (N=16) who took care of 120 students participating the remedial courses during this research. The team members were special education teachers, various therapists, and social workers, who all worked with students with severe physical disability. The best practices to support students' activity and learning were teachers' positive and trusting attitudes, special solutions created in various school subjects, and multiprofessional collaboration, which are introduced and described in detail in the article.

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“…Friendship is based on reciprocity: friends spend time together, play, and show mutual affection, across time and in different activities (Goldman, 2007). However, simply being together is not enough to promote friendships between children with and without disabilities (Diamond et al, 2008) or to ensure social acceptance at the group level (Odom et al, 2006).…”

Section: Friendships and Social Acceptancementioning

confidence: 99%

Friendships and Social Acceptance of Portuguese Children With Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage

Ferreira

Aguiar

Correia

et al. 2019

Topics in Early Childhood Special Education

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Positive social experiences with peers are important for children with disabilities attending inclusive early childhood education (ECE). This study investigated the associations between classroom quality, children's verbal, social, and behavioral skills, and the friendships and social acceptance of children with disabilities, while testing the moderating effects of ECE dosage. Eighty-six children with disabilities (63 boys; Mage = 67.53, SD = 10.54), attending 86 inclusive ECE classrooms from the Metropolitan Area of Lisbon, Portugal, participated in the study. We found no effects of classroom quality on children's social acceptance and friendships and ECE dosage did not moderate this association. However, ECE dosage moderated the association between children's individual skills and their social acceptance and friendships. Findings suggest more time in ECE is not enough to support children's social acceptance, particularly for children with increased language and behavioral difficulties, who likely require more intensive and individualized interventions to support their peer-related social experiences.

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Context Influences Preschool Children's Decisions to Include a Peer with a Physical Disability in Play

Cited by 34 publications

References 32 publications

Children's Attitudes towards Peers with Disabilities: Associations with Personal and Parental Factors

Children's Attitudes towards Peers with Disabilities: Associations with Personal and Parental Factors

"Let's let the students do by themselves" How to activate students with severe physical disability in the classroom?

Friendships and Social Acceptance of Portuguese Children With Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage

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