Social Acceptance and Attitude Change

Changes of attitudes toward students with Down syndrome using the program of imagined contact

“…Sve veći broj istraživača pomera fokus sa dokumentovanja stavova učenika tipičnog razvoja prema vršnjacima sa IO ka identifikovanju načina za unapređivanje stavova prema njima (Siperstein et al, 2007). Kako mogućnosti za komunikaciju i socijalnu interakciju sa osobama sa ometenošću nisu dostupne svima, osmišljeni su programi indirektnog kontakta koji se primenjuju u situacijama kada ne postoje ili su male šanse za direktan kontakt između članova različitih grupa.…”

An exploration of parental decisions to transfer children from regular to special schools

“…For example, Blum and Bakken (2010) discuss at length the low value accorded those with disability labels; and the low status of students is reflected in the inadequate systemic resourcing that has been reported for those with disability (including intellectual disability) (Department of Education, Employment and Workplace Relations, 2011) and the lack of accountability for their learning (Cumming & Dickson, 2013;Kleinert et al, 2015). Research findings from both community (CDA, 2015;QPPD, 2011) and academic investigations (e.g., Lalvani, 2013;Siperstein et al, 2007;Smith, 2010) attest to the rejection experienced by students with intellectual disability, both from and within regular schools. Examples of the devalued roles of children with intellectual disability abound; discussions in the literature illustrate views of children with intellectual disability as non-human (Kliewer, Biklen, & Kasa-Hendrickson, 2006); as tragic (Fisher, 2007); in the role of menace (Glazzard, 2011;National Disability Rights Network, 2009); as non-participants (Ashby, 2010;AIHW, 2008;Darcy & Dowse, 2012); non-learners (Biklen, 2015;Courtade et al, 2012); as objects of charity, to be passively nurtured (Bourke, 2010); and as a burden (Graham & Jahnukainen, 2011;Lalvani, 2015;Moliner, Sales, Ferrández, & Traver, 2010).…”

“…Although there are potential benefits associated with identifying intellectual disability; for example, raising awareness of individuals at risk of educational need (Anastasiou & Kauffman, 2011); as a protective factor when children are socially inappropriate-the label allows for special dispensation (Siperstein, Norins, & Mohler, 2007); eligibility for additional funding (see Department of Education, Employment and Workplace Relations, 2011); provision of special educational services (Lalvani, 2014); and delivery of targeted interventions (Zigmond & Kloo, 2011), the classification of children according to disability diagnoses raises some difficult matters. For example, definitions of intellectual disability, such as those used by DET, locate the "issue" of disability within the child who is labelled thus (and turn attention away from the social constructs that disable an individual); require a benchmark of "normality" (a concept which changes with time and place and individual perception); and are associated with negative consequences for the children so labelled.…”

“…-The observation by Siperstein et al (2007) that knowledge about a child's disability enables others to make accommodations for that child. -Rossetti's conclusion (2014) that physical presence is not enough to ensure positive social interactions; because of the high risk of social isolation, intentional intervention is necessary.…”

“…In this way, special schools can be vehicles for the perpetuation of negative values, discriminatory attitudes, social disadvantage and exclusionary practices (Slee, 2012). Every time a child with an intellectual disability is directed to a special school, a message about social exclusion (i.e., about who belongs) is conveyed to that child and to his/her peers (Lipsky & Gartner, 2013 (Siperstein et al, 2007), there is also evidence to suggest that inclusive education can benefit children socially as well as academically (Jackson, 2008;Lalvani, 2013;NCID, 2013;Rossetti, 2014); for example, Fisher and Meyer (2002) found gains in independence and social skills when children were educated in the regular school rather than enrolled in separate settings. Novak Amado et al…”