Direct Intervention to Modify Attitudes Toward the Handicapped by Community Volunteers: The Learning About Handicaps Programme

Leyser, Yona; Cumblad, Carla; Strickman, Danielle

doi:10.1080/0013191860380303

Cited by 4 publications

(1 citation statement)

References 11 publications

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“…In our study, gender did not differentiate the two groups on knowledge of barriers or attitude before the VR intervention, however, males did report a significantly higher posttest attitude score. This result is inconsistent with the literature [30,31]. One possible explanation is that males were more familiar with the interactive gaming aspect of the VR program, as indicated by their higher game scores during the program (M = 16.5, S.D.…”

Section: Discussioncontrasting

confidence: 93%

Using Virtual Reality to Teach Disability Awareness

Pivik

McComas

MacFarlane

et al. 2002

Journal of Educational Computing Research

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A desktop virtual reality (VR) program was designed and evaluated to teach children about the accessibility and attitudinal barriers encountered by their peers with mobility impairments. Within this software, children sitting in a virtual wheelchair experience obstacles such as stairs, narrow doors, objects too high to reach, and attitudinal barriers such as inappropriate comments. Using a collaborative research methodology, 15 youth with mobility impairments assisted in developing and beta-testing the software. The effectiveness of the program was then evaluated with 60 children in Grades 4-6 using a controlled pretest/posttest design. The results indicated that the program was effective for increasing children's knowledge of accessibility barriers. Attitudes, grade level, familiarity with individuals with a disability, and gender were also investigated.

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Section: Discussioncontrasting

confidence: 93%