School-based Interventions for Improving Disability Awareness and Attitudes Towards Disability of Students Without Disabilities: A Meta-analysis

Soojung, Chae; Park, Eun‐Young; Shin, Mikyung

doi:10.1080/1034912x.2018.1439572

Cited by 27 publications

(17 citation statements)

References 47 publications

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“…Moreover, the study of Schwab et al (2016) showed that peer feedback as well as teacher feedback on a fictional student with ID influenced the social acceptance of this student. Results of a meta-analysis done by Chae et al (2018) showed that in general, interventions on students' attitudes toward peers with disabilities are more effective if they are school-based; contact-based interventions seem to be especially effective.…”

Section: Resultsmentioning

confidence: 99%

Psychometric Properties of the Arabic Version of the Behavioral Intention to Interact With Peers With Intellectual Disability Scale

Alnahdi

Schwab

2020

Front. Psychol.

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According to literature, students' attitudes toward peers with disabilities are crucial for the social inclusion of students with disabilities. Therefore, knowledge about students' behavioral intention to interact with peers with intellectual disability (ID) can help improve the social inclusion of students with ID. This study aimed to examine the psychometric properties of the Arabic version of the Behavioral Intention to Interact with Peers with Intellectual Disability Scale (BIS). Data were collected from 887 elementary school students (591 girls and 296 boys) from third to sixth grades in Saudi Arabia. Psychometric properties of the BIS were examined with a confirmatory factor analysis, measurement invariance analysis (across gender), and reliability scales (internal consistency). Good indicators were obtained for the construct and the convergent validity of the BIS. The results supported the two-dimensional structure of the BIS. The internal consistency of the BIS and each of its subscales was good. Furthermore, no measurement variance was found for boys and girls students. The Arabic version of the scale showed good psychometric properties and therefore can be recommended to measure students' behavioral intention to interact with peers with intellectual disability.

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Section: Resultsmentioning

confidence: 99%

Psychometric Properties of the Arabic Version of the Behavioral Intention to Interact With Peers With Intellectual Disability Scale

Alnahdi

Schwab

2020

Front. Psychol.

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“…Similarly, the meta-analysis conducted by Chae et al (2019) on 20 articles published between 2001 and 2017 that focused on disability awareness of typically developing students from kindergarten to high-school years found large positive effects for direct contact-based interventions, followed by indirect contact interventions. Additionally, the authors observed that interventions occurring in multiple sessions over time had more positive outcomes, highlighting that single short sessions are insufficient to change attitudes and encourage positive interactions between classmates with and without disabilities.…”

Section: Guided Imagined Contact Toward Disabilitymentioning

confidence: 95%

Promoting positive attitudes toward peers with disabilities: The role of information and imagined contact.

Ginevra¹,

Vezzali²,

Camussi³

et al. 2021

Journal of Educational Psychology

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This prepost test experimental study examined the effectiveness of an intervention providing information about peers with sensory disability, intellectual disability, and behavioral difficulties (cognitive intervention), an intervention using imagined contact with peers with these disabilities (behavioral intervention), and an intervention combining information with imagined contact, against a no-intervention control condition. One hundred and forty-two typically developing children were randomly assigned to 1 of the 4 conditions. Measures of attitudes, stereotypes, and feelings toward and intentions to engage in contact with peers with sensory disability, intellectual disability, and behavioral difficulties were administered. Results revealed that the combined cognitive and behavioral intervention improved all outcome variables considered. The theoretical and practical implications of these results are discussed.

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“…There are a wide variety of formats of disability awareness interventions for families of CWDs including written materials (e.g., pamphlet), videos, dramas, theatres and puppet shows, and discussion [45]. Such interventions are critical to enhance knowledge about disability and facilitate access for CWDs to their needed support, including health [46,47]. For instance, a study in Bangladesh found that school enrolment rates for CWDs increased in areas where awareness programs for parents and teachers were available compared to the areas with no such interventions [47].…”

Section: Plos Onementioning

confidence: 99%

Exploring access to government-led support for children with disabilities in Bangladesh

et al. 2020

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While access to support for individuals with disabilities has attracted international attention, children with disabilities and their families continue to face a range of barriers that limit their timely access to the needed support, including health service. This is even worse for children with disabilities living in resource poor settings like Bangladesh. The objective of this study was to determine the extent to which families of children with disabilities have knowledge about and access to government support for their children with disabilities in Bangladesh. We employed a cross-sectional study among 393 families of children with disabilities who sought services from the Centre for the Rehabilitation of the Paralysed for their children with disabilities in Bangladesh. We used chi-square test to measure the association between categorical variables and, Mann-Whitney U-test to compare mean across different subgroups. Overall, family members of children with disabilities have limited knowledge about and access to government support. We found a significant association between knowledge and access to government support (p<0.001). Family members with children with disabilities aged younger than six years had less access to government support (p<0.001). We thus concluded with an urgent call on government agencies and service providers to provide relevant and timely information to families of children with disabilities to enable them to access the needed support.

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School-based Interventions for Improving Disability Awareness and Attitudes Towards Disability of Students Without Disabilities: A Meta-analysis

Cited by 27 publications

References 47 publications

Psychometric Properties of the Arabic Version of the Behavioral Intention to Interact With Peers With Intellectual Disability Scale

Psychometric Properties of the Arabic Version of the Behavioral Intention to Interact With Peers With Intellectual Disability Scale

Promoting positive attitudes toward peers with disabilities: The role of information and imagined contact.

Exploring access to government-led support for children with disabilities in Bangladesh

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