Mainstream Students’ Attitudes to Possible Inclusion in Unified Sports with Students who have an Intellectual Disability

Abstract

Background Schools in New Zealand do not normally include students with intellectual disability in their sports programmes. This study examined regular students' attitudes towards the possible inclusion of students with an intellectual disability in an integrated sports programme within their school. Materials and Methods A total of 170 school students at year 6 (10 years) and year 12 (16 years) at four Auckland schools completed an attitude scale assessing their acceptance of a possible unified sports programme at their school, a test of their knowledge about Special Olympics, and wrote open-ended comments about unified sports; a subsample at each age level was interviewed.Results Students had positive attitudes towards possible involvement alongside students with an intellectual disability in unified sports. These attitudes were moderated by age and gender, but not knowledge about Special Olympics. Conclusions The strengthening of inclusion and normalization through unified sports would likely have positive peer social acceptance by typical students in New Zealand.

Enabling Integration in Sports for Adolescents with Intellectual Disabilities

“…Attitudes: Similar to the findings revealed in some other investigations (Block & Malloy 1998; Hutzler et al. 2005; Townsend & Hassall 2007; Norins et al. 2008), in which unified sports and physical education were examined, in the current study community attitudes towards the integration of these individuals emerged as an essential element to be considered.…”

“…2003; Hutzler et al. 2005; Siperstein & Hardman 2006; Townsend & Hassall 2007). The results of Siperstein et al.…”

“…In contrast, non‐disabled athletes and physical education students generally have a positive attitude towards the integration of adolescents with intellectual disability in their activities (Block & Malloy 1998; Hutzler et al. 2005; Townsend & Hassall 2007). The results of Norins et al.…”

On the relationship between motor performance and executive functioning in children with intellectual disabilities

“…1996; Wall 2004; Frey et al . 2008), while other factors such as social and communication problems will inhibit their engagement in these activities even further (Townsend & Hassall 2007; Visscher et al . 2007; Siperstein et al .…”

The More Things Change, the More They are the Same: Continuing Concerns with the Special Olympics

“…Over the past 40 years, what is considered best practices has changed from facilities to programs and then from programs to supports (Hagner, 2000). Attitudes toward the participation of people with severe disabilities into integrated recreational programs are often quite positive (Kozub & Lienert, 2003;Siperstein, Glick, & Parker, 2009;Townsend & Hassall, 2007).…”