The relationship of inclusive climate and peers' attitude on children with disabilities in China: A mediating role of empathy

Abstract

ObjectivePeer attitude towards children with disabilities can significantly impact on the successful implementation of inclusive education. The current study examined the attitude of Chinese students toward peers with disabilities in relation to inclusive climate and empathy.MethodA total of 392 typically developing students (aging from 10 to 17 years old, with average age of 12.7) in primary and middle schools participated in the study by reporting the Inclusive Climate Scale, Peers Attitude to Students with Disabilities Scale, and Balanced Emotional Empathy Scale.ResultsWe found that students held a neutral attitude to peers with disabilities, and girls were more acceptable than boys. There were positive relationships among inclusive climate, empathy and attitude to classmates with disabilities. The mediation analysis showed that empathy played a partial mediation role between inclusive climate and the peers' attitude towards children with disabilities.ConclusionImplications for improving students' attitude on peers with disabilities were discussed in the paper.

Effects of disability type, prior contact, and school setting on attitudes toward peers with disabilities among Saudi female students aged 7 to 12 years

“…After collaborating with a child who has a disability on a school project, typically developing children's attitudes toward that child's friend with a disability improved [65]. Students' perspectives on inclusive education are influenced by the school climate, as stated by Fu et al [25]. The norms, goals, values, interpersonal interactions, pedagogical strategies, and administrative framework of a school all contribute to its atmosphere [66].…”

“…Administrative support and employee cooperation are essential for the success of any program implemented in schools; teachers must demonstrate a great deal of personal commitment, hope, and optimism in order to keep their students from lowering their expectations [24]. It is vital that current school rules and practices, as well as current cultural norms relating to children with disabilities, are evaluated [25]. Teachers' inadvertent use of class instructions and processes that may discriminate against children with disabilities may discourage such students from participating fully; this underlines the need for enhanced training for teachers to ensure that children with disabilities are treated on a par with their non-disabled peers while ensuring that appropriate modifications are made to teaching practices to cater for their unique needs.…”

“…For the sake of implementing inclusive education, the term "inclusive school climate" is used to describe a relatively consistent and long-lasting environment in which educators and their surrounding community work together [67]. According to McDougall et al [19], a positive school atmosphere can help children develop positive attitudes toward their peers with disabilities by creating conditions such as fair school goal systems and peer and teacher support [25]. So, it is crucial that we learn more about the contexts in which inclusive education is implemented in Saudi Arabian classrooms.…”

“…The school's inclusive strategy, the staff's part, the impact of campus culture on students unconsciously, and the safety of the school as an institution should all be discussed. According to Fu et al [25], a principal's backing is crucial to the expansion of inclusive education in regular schools because it fosters a welcoming environment for all students and helps those with special needs build positive relationships with their teachers and classmates. However, educators also have a responsibility to ensure that their usually developing students have a positive impression of their impaired classmates.…”

“…However, educators also have a responsibility to ensure that their usually developing students have a positive impression of their impaired classmates. Emotional intelligence and self-regulation are also important tools for teachers to use in creating a positive inclusive learning environment [25].…”