Effect of Duration of Peer Awareness Education on Attitudes toward Students with Disabilities: A Systematic Review

Social Participation in Schools: A Survey of Occupational Therapy Practitioners

“…Peers, who form a part of this social context, have reported feelings of fear, lack of preparation, and alienation in socializing with students with disabilities (Whitehurst & Howells, 2006). In the classroom, practitioners could implement programs that provide practical knowledge regarding what it feels like to have a disability and what peers can do to increase interaction (Leigers & Myers, 2015).…”

Applying the Contact Theory in Inclusive Education: A Systematic Review on the Impact of Contact and Information on the Social Participation of Students With Disabilities

“…For videos the results were mixed, probably due to differences in content (cf. De Boer et al, 2012;Leigers and Myers, 2015). Based on these results, it seems that integrated activities, story books and experiential learning are good ingredients when aiming to promote more positive attitudes.…”

“…This review focused solely on the relationship between contact and information on the one hand and attitudes and social participation on the other hand. As a consequence, only the content and format of the interventions was investigated, and other factors that might have impacted the results were left out of the investigation, such as program duration, frequency and intensity (Leigers and Myers, 2015), the implementation agent (Flay et al, 2005), or the fidelity of implementation (see Carroll et al, 2007). Therefore, it is not possible to ascertain that the effects we derived from the studies were not affected by such factors.…”

The Special Olympics Unified Champion Schools Program and High School Completion

“…These programs make students’ attitudes more negative (Siperstein et al, 2007) and, in turn, lead to school disengagement and even dropout. The complexity of social inclusion calls for a broader perspective that incorporates the multiple levels and contexts that exist within school communities (Leigers & Myers, 2015; Lindsay & Edwards, 2013; Siperstein et al, 2017).…”