Students’ Attitudes towards Peers with Disabilities: A review of the literature

Abstract

The trend towards inclusive education has led to an increase of studies focusing on peer attitudes. This review study presents an overview of studies describing attitudes of students, variables relating to students' attitudes, and the relationship between students' attitudes and the social participation of peers with disabilities. Based on a literature search we selected 20 studies that were conducted in seven different countries. Outcomes were described in terms of negative, neutral or positive according to three attitude components (cognitive, affective and behavioural). The results show that students generally hold neutral attitudes towards peers with disabilities. Several variables were found relating to their attitudes (i.e., gender, age, experience with and knowledge about disabilities, parental influence). Moreover, the results indicate that attitudes of peers relate to the social participation of students with disabilities. Implications of the findings are discussed in terms of promoting positive attitudes of peers.

Support for students with disabilities in the UK universities

“…In terms of attitudes towards disabled peers, De Boer, A., Pijl, S.J., & Minnaert, A. (2012) found that able bodied students' attitude towards other students with disabilities is neutral rather than negative or positive [12].…”

Future Pedagogues’ Attitudes and Knowledge about Inclusive Education in Spain: an exploratory study

“…Future professionals show a clearer position regarding IE in the case of students with learning disabilities than in the case of students with behavioural problems, mental deficiency or multiple disability (Cook, 2002). Other research shows neutral attitudes towards the social participation of students with disabilities (de Boer, Pijl, & Minnaert, 2012). And some studies have found a certain rejection towards IE for disabled people in general (Sharma, Moore, & Sonawane, 2009) and people with sensory, mental, behavioural problems or multiple disabilities (Haq & Mundia, 2012), and even towards students with low academic performance or with a shy, withdrawn personality ).…”

"Deporte inclusivo en la escuela": diseño y análisis de un programa de intervencion para promover la inclusión del alumnado con discapacidad en Educación Física

“…Resumen descriptivo de los estudios seleccionados y sus resultados relacionados con las actitudes (n = 6) (De Boer, Pijl, y Minnaert, 2012).…”

“…Resumen descriptivo de los estudios seleccionados y sus resultados por componente de actitud (n=14). (De Boer et al, 2012 Francia 1509 Podemos inferir, en base a la revisión anterior, que las intervenciones vienen determinadas por el contexto educativo en el cual se desarrollan y que el tipo de discapacidad hacia la que sensibilizar al alumnado no influye en el tipo de diseño del programa, salvo por el hecho de que se deba tener en cuenta en la selección de contenidos propuestos.…”