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2.
This study used the theory of reasoned action to investigate determinants of primary school children's attitudes and behavioural intentions towards peers with physical disabilities. The influence of children's own attitudes toward working with peers with physical disabilities in regular classes and subjective norms provided by their teachers, principals, and parents were used to predict behavioural intentions to befriend and interact with classmates with physical disabilities. The participants were 143 fourth and fifth grade primary school students, their mothers, teachers, and school principals. The students completed an attitude questionnaire and a behavioural intention scale. Their parents, teachers, and principals completed a similar disability attitude questionnaire. The results supported the predictions made by the theory of reasoned action. Children's own attitudes towards the inclusion of peers with disabilities was the strongest predictor of behavioural intentions to interact with a classmate with a physical disability. The attitudes of teachers, principals, and parents were also significant predictors of intentions. However, only the attitudes of parents and school principals accounted for any more variance than children's attitudes alone. The implications of these findings are discussed in terms of developing whole class interventions to promote the social integration of children with physical disabilities.  相似文献   

3.
The results of previous research suggest that while preschool children have a beginning understanding of disabilities that involve the use of adaptive equipment, they have little awareness of disabilities such as Down syndrome which have less overt distinguishing characteristics. In this study, videotaped segments from the children's television show, Sesame Street, were used to explore children's ideas about Down syndrome and physical disability. Participants included 41 preschool children. While a majority of participating children were aware that each child in the videotapes had some difficulties performing age-appropriate tasks, children had significantly fewer ideas about why the child with Down syndrome had this difficulty. Significantly more thought that the child with Down syndrome could do more "if he tried really hard" when compared with the child with a physical disability. These results are discussed in terms of children's developing understanding of disabilities and implications for using media to teach preschoolers about people with disabilities.  相似文献   

4.
Understanding children's decisions to include a child with a disability in activities is an important component of the social environment of children with disabilities. We examined preschool children's understanding of the motor and social competence of hypothetical children with a physical disability, children's decisions to include or exclude a peer with a physical disability in play activities, and children's justifications of their inclusion/exclusion decisions. Children understood that a peer with a physical disability would have more difficulty with activities requiring motor skills than social skills and were more likely to include a peer with a physical disability when the activities required minimal motor skills. The role of typically developing children's understanding of social contexts in peer relationships is discussed.  相似文献   

5.
The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third‐grade and one fourth‐grade class at three elementary schools. We video‐recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read‐aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses.  相似文献   

6.
This study, carried out by Bernadette Cairns, principal officer for Additional Support Needs and Early Education in the Highland Council Additional Support Needs Team, and Kirstie McClatchey, a research assistant in the Highland Council Psychological Service, explores children's attitudes towards disability, making a comparison between a school with a high number of pupils with additional support and complex needs where the philosophy was one of inclusion, and a school with few children with additional support needs. An opportunity sample of children (N = 82) in Scotland was obtained, and interview data were collected from pupils regarding video clips they had viewed of children with varying disabilities. Results found that children from the more inclusive school had a greater number of prior experiences of children with disabilities, made different suggestions for helping children with disabilities and had more positive attitudes towards having a pupil with disabilities in their own class. To conclude, these findings suggest that inclusion in schools may lead to a positive effect on children's acceptance and understanding of disabilities.  相似文献   

7.
Individuals with disabilities comprise the largest minority group in the world, yet they are the most underrepresented minority group in higher education, the job market and entertainment media such as literature. This population is often underrepresented because of the overlapping physical, attitudinal and policy barriers that prevent them from participating fully in society. Despite their large numbers, individuals with disabilities not only encounter personalised prejudice, but also experience institutionalised prejudice. In an effort to reduce negative attitudes toward individuals with disabilities, this study examined the effects of positive disability exemplars on people’s attitudes. A comparison between implicit and explicit measures of prejudice found that implicit bias of able-bodied students was more entrenched than explicit biases.  相似文献   

8.
Although including children with developmental disabilities in preschool classes has become increasingly common, little is known about how experiences in an inclusive classroom affect young children's development. In Study 1, 36 typically developing children (mean age = 55.2 months) attending an inclusive, university-based early childhood program were interviewed about their knowledge of and attitudes toward children with disabilities. Parents answered questions about: (a) expectations for their children's prosocial behaviors and (b) their own beliefs about interacting with children with disabilities. Parents' beliefs and children's attitudes toward children with disabilities were positively related to the frequency of children's actual contacts with classmates with disabilities during free play time. In Study 2, the beliefs and behaviors of 20 children from an inclusive university-based early childhood program and 18 children from an inclusive community-based program were compared. There was no difference between the two programs in the amount of contact typically developing children had with classmates with disabilities.  相似文献   

9.
Factors associated with children's attitudes towards persons with physical and intellectual disabilities were examined in a meta-analysis spanning the years 1990 to 2000. A total of 20 studies met the inclusion criteria allowing for 65 comparisons across 2,240 participants. Factors of interest were attitudinal components, type of disability, age and gender of respondents, and role of inclusion. The majority of research findings revealed that children preferred target children without disabilities compared to targets with physical or intellectual disabilities. Three methods for calculating average effect sizes were used: (a) unweighted means, (b) weighted means, and (c) vote counting. It was concluded that biases in attitudes do exist but that summary results need to be interpreted with regard to individual study differences and the methods used to calculate mean effect sizes.  相似文献   

10.
Although mainstream preschool programs have been in existence since the 1970s, little is known about the ways in which typical children attempt to understand what it means for a peer to have a disability. In this study, 4-year-old children without disabilities who were enrolled in a mainstream preschool class explained their peers' disabilities by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed. The implications of these cognitions for children's developing attitudes and behaviors toward peers with disabilities are discussed.  相似文献   

11.
ObjectiveThe study used a series of vignettes to investigate how the presence of three disabilities (cerebral palsy, intellectual disabilities, emotional/behavioral disabilities) affects the processes and outcomes of child abuse investigations at two levels of child injury severity (moderate, severe).MethodSeventy-five CPS case workers completed study surveys and answered questions in response to a series of eight vignettes.ResultsThis study revealed differences in the responses of CPS case workers when the alleged victim of physical abuse had a disability. Children with disabilities were more likely than children without disabilities to be seen as having characteristics that contributed to their abuse. Most CPS workers felt at least some empathy with abusive parents; empathy was highest when the children had emotional/behavioral disabilities. Services recommended for families of children with disabilities were more likely to be child-focused. Parent-focused services, such as individual counseling and adult anger management, were more likely to be recommended for families of children without disabilities. In general, differences among disability groups and between cases involving children with and without disabilities were more pronounced when the children's injuries were less severe. Even with more severe injuries, such as a concussion or broken bones, the CPS workers still responded differently depending on the disability status of the child victims.ConclusionsRecommendations are made concerning the utilization of investigation teams that include disability specialists and the need for further disability-related training for CPS case workers.Practice implicationsThere is a strong need for training related to disability, with an emphasis on attitudes as well as knowledge and skills. The training should include examples of healthy family functioning and positive aspects of parenting a child with a disability to counteract the prevailing perception of disability as a cause of chronic stress and dysfunction; identification of broader ecological contexts in which these families live, including social response to disability and the disability-related service system and; strategies for disentangling the signs of abuse from characteristics of the disability. Interdisciplinary teams should include members from disability-related fields to share expertise and increase communication between systems.  相似文献   

12.
Attention deficit hyperactivity disorder (ADHD), depression and general learning disabilities (LD) are common difficulties for British primary school children. It has been found that characteristics associated with these difficulties can result in negative attitudes and stigma from other children, causing problems with peer relationships. Furthermore, problematic peer relations can intensify the difficulties associated with these disorders. Packages such as ‘Tackling Stigma: A Practical Toolkit’ aim to combat stigma in schools. However, these packages have not been based on evidence regarding children's attitudes towards different disorders. This study aims to explore children's attitudes towards ADHD, depression and LD from a conative (measure of social distance) and cognitive (measure of positive or negative attributes ascribed to a person) perspective. Participants were 273 children (M= 9.2 years). Vignettes were used to describe a child with ADHD, depression, or LD or a ‘normal’ child. The Shared Activities Questionnaire was utilised to assess conative attitudes, and the Adjective Checklist was utilised to assess cognitive attitudes. Results showed that children generally displayed more negative attitudes to vignettes describing mental health difficulties (MHD) (ADHD and depression) than LD. Children had more negative attitudes towards the ADHD (externalising disorder) vignette than the depression vignette (internalising disorder). Younger children had more positive conative attitudes than older children. Those who had previous contact with children with ADHD, depression and LD had more positive attitudes. These findings can enhance current stigma reduction interventions through contributing a deeper understanding of children's attitudes towards the most common MHD and LD in childhood.  相似文献   

13.
This study explores children's attitudes toward individuals with special needs in Greece and in the United States. A total of 196 kindergarten‐age children participated in the study. Children's attitudes were examined using the Acceptance Scale for Kindergartners‐Revised (ASK‐R) and were further explored with the use of an open‐ended interview. In addition, the Inventory of Disability Representation (IDR) was used to collect information about how individuals with special needs are represented in school and classroom environments through books, displays, materials and curriculum. The results indicated that children in Greece and the United States were accepting of individuals with special needs. Also, children attending inclusive kindergartens held more positive attitudes when compared with children attending non‐inclusive kindergartens. Results from the interviews provided further information that contributes to the understanding of children's perceptions of people with special needs and the reasons why children become more or less favourably disposed towards individuals with special needs. Finally, IDR results indicated that the classrooms in Greece had low representations of individuals with special needs compared with US classrooms, which had moderate and high representations of individuals with disabilities in the classroom and school environments.  相似文献   

14.
A first step towards the design and implementation of a successful mainstreaming program requires a careful examination of two key issues. First, what are children's attitudes towards disability, and second, what are the critical elements involved in facilitating attitude change? This paper examines the current research literature on children's attitudes towards disability and programs aimed at attitude change. The review culminates in a synthesis of the key themes and issues involved and provides a foundation for further study.  相似文献   

15.
This study explores the attitudes of future professionals working with students with disabilities towards four exceptionality groups: persons with deafness, with paralysis, with mental retardation (MR) and with delinquent behaviour, and specifically examines how deafness is perceived in comparison with the three other groups. Undergraduate students' (N=177) attitudes towards the four groups were tapped using a semantic differential scale referring to the cognitive, emotional and behavioural components of attitudes. Participants' degree of contact with people with disabilities was also reported. Results indicated that attitudes towards people with deafness were more positive than those towards the other three groups. Attitudes towards persons with paralysis were more positive than towards persons with MR and with delinquent behaviour, except when personality was considered. Emotional reactions and behavioural tendencies towards persons with delinquent behaviour were the most negative. Contact with people with disabilities had significant but low correlations with some aspects of the attitudes towards people with MR and paralysis. In general, the results of this study suggested that deafness was perceived as a physical disability and not as a social phenomenon. They also demonstrated that attitudes towards people with disabilities are a function of the particular disability condition and are multidimensional.  相似文献   

16.
How parents perceive their children's educational prospects can reveal a great deal about how their children will progress in the educational system. The paper examines the consequences of variations in inclusive education practices by investigating determinants of parents’ educational expectations for their child. All parents included in the study had children with physical disabilities in primary school (mainly cerebral palsy and spina bifida). The empirical material includes results from a survey (Net sample = 491), in combination with information merged from a range of official registers. The results showed that the more the child is segregated from ordinary classroom education, the lower parental expectations are for their children's educational attainments. Other factors also significantly influencing parents’ educational expectations include how parents’ view their child's school performance, as well as various measures of the severity of the child's physical disability. However, these secondary factors could not account for the empirically strong association between segregation practices and parental expectations. Parental expectations were also significantly related to parental income and education. The findings indicate that the expectations of parents with higher income and education are less affected by school segregation practices.  相似文献   

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This review provides an overview of definitions and measurements of ‘Social Distance’ and attitudes children without disabilities carry towards children with disabilities. Measures include explicit and implicit approaches but clearly, the ‘Bogardus Social Distance Scale’ (A Social Distance Scale, 1933, 14 May 2014) is the most used scale in research, yet it is outdated. For a deeper look into what impacts children's ‘Social Distance’ in inclusive school settings and in order to find measurable constructs, relevant attitude questionnaires are discussed. To bring long‐used measures and attitudes together, a comprehensive model of ‘Social distance’ is introduced. This model integrates the classical view on ‘Social Distance’ as interaction willingness with feelings associated with this interaction and includes attitudes children carry towards individuals and towards the group the interaction partner is believed to belong to. In summary, this paper shows the need for a more comprehensive and precise measure on how school children really engage with one another.  相似文献   

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This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected from 155 preschool teachers in two Midwest states in the United States to examine their responses in terms of levels of comfort, classroom adaptation, and need for support. Results showed that teachers responded differently to the types of disability regardless of the diagnostic labels; that is, teachers responded more positively to children with mild disabilities (e.g., children with Down syndrome) and those with physical disabilities (e.g., cerebral palsy). In addition, compared with children with diagnostic labels, teachers responded more positively to those with no diagnostic labels. Teachers' education and experience working with children with disabilities were associated with their levels of comfort. Implications and recommendations for service delivery and teacher training are discussed.  相似文献   

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