Public Attitudes Toward People With Intellectual Disabilities: A Cross-Cultural Study

Scior, Katrina; Kan, Ka-ying; McLoughlin, Anna; Sheridan, Janie

doi:10.1352/1934-9556-48.4.278

Cited by 51 publications

(48 citation statements)

References 22 publications

(31 reference statements)

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“…A study done in Palestine (Opdal, Wormnaes, and Habayeb 2001), a territory with a difficult socio-political situation and limited educational resources, showed that support for inclusion of children with intellectual disabilities was considerably lower than support for inclusion of children with other disabilities. The stigmatising views of intellectual disability that were found in a cross-cultural study by Scior et al (2010) were interpreted as reflecting 'cultural values that privilege community and interdependence over individual needs and autonomy', showing the influence that policies and culture have on attitudes.…”

Section: Child-related Factorsmentioning

confidence: 99%

Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda

Ojok

Wormnæs

2013

International Journal of Inclusive Education

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Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical -cultural characteristics of the district, as well as pupil and teacher characteristics.

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Section: Child-related Factorsmentioning

confidence: 99%

Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda

Ojok

Wormnæs

2013

International Journal of Inclusive Education

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“…Several researchers have tried to determine the influences cultures exert on attitudes (similarities and differences) by assessing their effect(s) on individuals' behaviour (Kagawa-Singer, 2004;El-Keshky & Emam, 2015;Fatimilehin & Nadirshaw, 1994;Florian, 1982;Gaad, 2004;Scior, Kan, McLoughlin, & Sheridan, 2010). Some of these studies have shown that there were more positive attitudes towards people with ID in the developed countries than in the developing ones, other studies tend to find more positive attitudes towards people with ID in western countries than in eastern ones (Florian, 1982).…”

Section: Introductionmentioning

confidence: 99%

Attitudes towards people with intellectual disability in the UK and Libya: A cross-cultural comparison

Benomir

Nicolson

Beail

2016

Research in Developmental Disabilities

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Article available under the terms of the CC-BY-NC-ND licence (https://creativecommons.org/licenses/by-nc-nd/4.0/) eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. ATTITUDES TOWARDS PEOPLE WITH INTELLECTUAL DISABILITY Attitudes towards People with Intellectual Disability in the UK What this paper adds:This is the first study:to assess quantitatively attitudes to people with ID in Libya; ATTITUDES TOWARDS PEOPLE WITH INTELLECTUAL DISABILITY(ii) to assess the attitudes of two sectors -staff working with people with ID, and University students;(iii) to compare attitudes to people with ID in Libya and in the UK, and the study therefore extends the considerable corpus previously established using the CLAS-MR.(iv) The paper provides baseline information that allows future researchers who collect data on attitudes to people with ID to evaluate the changes occurring as a consequence of interventions or events.

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“…Several researchers have investigated influences of cultures on attitudes towards individuals with disabilities in general and reported that (a) attitudes towards individuals with disabilities were more positive in developed countries than those in the developing countries and (b) societies characterised by values of individualism have more favourable attitudes towards individuals with disabilities than societies characterised by values of collectivism (Benomir, Nicolson, and Beail 2016;Black, Mrasek, and Ballinger 2003;El-Keshky and Emam 2015;Rao et al 2010;Scior et al 2010). …”

Section: Early Childhood Education In Turkey and The Usamentioning

confidence: 99%

Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities

Rakap

Parlak-Rakap

Aydın

2016

International Journal of Inclusive Education

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Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers' attitudes towards inclusion of children with disabilities. The purpose of this study was to compare Turkish and American pre-service preschool teachers' attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. The results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed. ARTICLE HISTORY

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Public Attitudes Toward People With Intellectual Disabilities: A Cross-Cultural Study

Cited by 51 publications

References 22 publications

Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda

Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda

Attitudes towards people with intellectual disability in the UK and Libya: A cross-cultural comparison

Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities

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