Spontaneous Representations of Disability and Attitudes toward Inclusive Educational Practices: a Mixed Approach

Abstract

The present study's primary aims were a) to explore non-disabled adults' spontaneous representation of disability and the specific associations related to adults and children with disabilities; to investigate participants' general perception of specific inclusive educational practices and the potential impact of contact with disabled individuals on children. We used a mixed (qualitative and quantitative) approach in a sample of 628 participants aged 18 to 82 (M=28.59, SD=11.50). Our results suggested that most explicit representations of disability were negatively valenced, i.e., people generally used pessimistic and detrimental related words. Psychomotor deficiencies comprised the most frequent disability category associated with disabled adults, while autism was the most frequent disability related to disabled children. Participants considered that the inclusion of physically disabled children (compared to children with intellectual disabilities) in public schools has a more positive effect on non-disabled children. The previous contact with a friend or a family member with a disability significantly and positively impacted the general attitude toward disability and inclusive educational practices. Results are discussed regarding their practical implications for the educational system and specific strategies related to inclusive public policies.

Do we react differently toward bionic devices vs. cochlear implants and wheelchairs? Possible links with personality traits

“…Various scholars explored this subject, and their conclusions are quite similar. For example, in the comprehensive review of Freer ( 20 ), the results suggested that, generally, females hold more favorable attitudes than males, and knowing a friend or a family member with a disability increases the chances of having more positive attitudes, as well [a result also confirmed within the Romanian population by Maftei and Gherguț ( 21 )]. Also, inclusive education seems to be associated with students' more positive attitudes toward disabilities [e.g., ( 22 )].…”

Untitled

“…While foreign publications related to the research topic, reflect a systematic approach to the research on inclusion in the field of higher education, which is caused, obviously, by a long history of inclusion in this direction in the world. The study of inclusion issues in the field of higher education covers domestic and foreign sociological, philosophical, psychological, pedagogical, methodical literature on the problem of inclusion [9,17,18,23,27]; international materials of a normative and recommendatory nature regarding ensuring the rights of persons with special needs for education [1,2,19,26]; legal acts of foreign countries and Ukraine regarding the education of persons with special needs and their integration into the system of higher education [13,14,22,32].…”

Pupils’ Attitudes toward Inclusive Education

“…In this schema, one's own opinion and attitudes are formulated in the school environment. Thus, attitudes toward minorities or differences often become a very fragile area for the construction and implementation of relationships between non-disabled members of the school class and a child with disabilities [2,41,42]. For this reason, the topic of relationships and the attitudes of non-disabled students toward a classmate with a disability was chosen for this study.…”