The impact of literary works containing characters with disabilities on students' perception and attitudes towards people with disabilities

A lexicon-based diachronic comparison of emotions and sentiments in literary translation: A case study of five Chinese versions of David Copperfield

“…To expand, Lin wrote in the prescript of his translation for the latter half of the original that his norm of translating the book was that he worked as a puppet of the author in the expression of emotion, observing that when sadness was shown in the narration, he as a reader could not help feeling upset and when reading the lines of joy, his sense of delight also arose from inner heart. The characters in literary works with specific emotions may affect the readers’ attitudes and perceptions on people of this kind [ 17 ] which may lead to the blending of the emotions of the author and those of the translator in the translated text. Dong’s version, on the other hand, has emotions in the least rich and colorful mode.…”

Classical and Modern Prejudice toward Individuals with Intellectual Disabilities: The Role of Experienced Contact, Beliefs in a Just World and Social Dominance Orientation

“…Despite the widespread deinstitutionalisation of individuals with IDs today, societal attitudes remain sluggish in shedding the negative labels of “hopeless cases” and “a problematic population” that have been attached to them for so long [ 3 ]. These social perceptions can significantly impact the level of societal inclusion and community involvement for individuals with IDs, affecting their overall quality of life and well-being [ 4 , 5 , 6 ]. Therefore, it is crucial to grasp the prevailing social attitudes towards IDs to pinpoint areas that require attention in awareness campaigns and educational initiatives [ 7 ].…”

“…Prejudice towards individuals with ID, in turn, has far-reaching consequences for their well-being and social inclusion. Empirical studies demonstrate that experiences of prejudice contribute to lower self-esteem, increased social exclusion, limited educational and employment opportunities, and compromised mental health among individuals with IDs [ 5 , 10 , 26 ] compared to their typically developed peers. Efforts to combat prejudice towards individuals with ID have focused on several key areas, including education, awareness campaigns, inclusive policies and fostering positive intergroup contact [ 27 , 28 ].…”

Usability Test for Teachers in Their Training to Care for Children with Hearing Disabilities Mediated by ICT

“…However, digitization is not within the reach of all people, affecting the digital divide. Previously, the digital divide was attributed to underdevelopment and it was assumed that it was a temporary trend that would fade as technology became more widely used, but inequality persists today, despite the widespread commercialization of devices with Internet access [1], furthermore, the concept of equity is based on equality and in it the principle of social justice is applied, taking into account the individual needs of each person and attending to diversity, diminishing differences of any kind, therefore, equity is considered a fundamental indicator of educational quality, as some authors affirm, both terms are inseparable and there is no quality without equity, some research with a gender perspective in education considers that promoting equality would be possible to achieve a more just society [2,3]. Technology in the classroom could create a major impact if it is designed to be accessible for children with disabilities, which could support teaching/learning processes that are usually adapted to the particular children's needs.…”