A National Study of Youth Attitudes toward the Inclusion of Students with Intellectual Disabilities

Siperstein, Gary N.; Parker, Robin C.; Bardon, Jennifer Norins; Widaman, Keith F.

doi:10.1177/001440290707300403

Cited by 170 publications

(161 citation statements)

References 25 publications

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“…The number of schools sampled was not reported in four studies, but ranged from 1 18 to 68 17 in the other studies. The age of participants ranged from 4 to 18 years old; 13 studies reported the school year but not the participants' actual ages.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Furthermore, none of the studies reported confidence intervals. Effect sizes were reported in only four studies; 16,17,46,47 we have, therefore, calculated effect sizes when possible. Additionally, different effect sizes were used for correlational data and for comparing means; therefore, all available effect sizes were transformed into effect size (Cohen's d) to allow comparisons to be made between individual studies.…”

Section: Quality Appraisalmentioning

confidence: 99%

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The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

MacMillan

Tarrant

Abraham

et al. 2013

Develop Med Child Neuro

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ABBREVIATIONS CATCHChedoke-McMaster Attitudes Towards Children with Handicaps STROBE Strengthening the Reporting of Observational Studies in Epidemiology AIM The aim of this review was to systematically review and synthesize observational evidence of associations between children's naturally varying contact with people with disabilities and their attitudes towards disability.METHOD A comprehensive search was conducted across multiple databases. Studies were included if they measured children's contact with people with disabilities and their attitudes towards disability. Qualitative research and studies that experimentally varied the amount of contact children had were excluded. Data were synthesized in a narrative review.RESULTS There were 35 studies that met the inclusion criteria: 22 of these reported a statistically significant association between contact with people with disabilities and more positive attitudes towards disability; two studies reported a negative association between contact and attitudes; and 11 studies reported no association. Incomplete reporting of the methods and results across studies limited the conclusions that could be drawn. INTERPRETATION Studies identified in this review generally indicate that children's contactwith people with disabilities is associated with more positive attitudes towards disability. There is a need for more rigorous research to examine the effect of children's contact with people with disabilities on their attitudes towards disability.Children with disabilities are often the targets of negative attitudes. Parents of children with disabilities have described how negative attitudes are more disabling than their child's impairments. 1 A meta-analysis of studies published between 1990 and 2000 found that, generally, children have better attitudes towards children without disabilities than they do towards those with physical or intellectual impairments.2 Furthermore, in a cohort study conducted over 3 years, between 21% and 30% of children with disabilities experienced peer victimization, as reported by their parents.3 Experiencing negative attitudes and being victimized by peers is associated with self-blame, loneliness, anxiety, and low self-worth. 4 Therefore, it is important to understand negative attitudes towards disability and the factors associated with those attitudes.A series of psychological interventions derived from the 'contact hypothesis' 5 have been designed to promote positive attitudes towards a range of social groups. By creating positive interactions (contact) between members of different social groups, negative attitudes may be reduced. 6 Positive contact can break down psychological group boundaries, reduce anxiety, and elicit emotions such as empathy directed towards outgroup members who are otherwise often inhibited in intergroup contexts.7 A systematic review and meta-analysis of studies involving a range of intergroup contexts suggested that contact is nearly always successful in improving attitudes and reducing prejudice. 6 However, the re...

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Section: Study Characteristicsmentioning

confidence: 99%

Section: Quality Appraisalmentioning

confidence: 99%

The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

MacMillan

Tarrant

Abraham

et al. 2013

Develop Med Child Neuro

View full text Add to dashboard Cite

show abstract

“…Multiple studies have also shown that students with more positive attitudes or beliefs about disabilities are more willing to interact with peers with a disability, while less positive thoughts and feelings by SWOD may interfere with and hinder positive interactions between students with and without disabilities (Kalymon et al, 2010;Litvack, Ritchie, & Shore, 2011;Siperstein, Parker, Bardon, & Widaman, 2007). Further, there is general agreement that social environments, and the norms within them, can strongly influence people's behavior (Bronfenbrenner, 1977;Fishbein & Ajzen, 2010).…”

Section: Influences On Intentions and Actionsmentioning

confidence: 99%

“…The Behavioral Intentions Scale (Siperstein et al, 2007) was used to measure the intentions component of the TPB framework. The full scale consists of 12 questions that assess intentions to interact with peers with an intellectual disability.…”

Section: Rating Scale Measuresmentioning

confidence: 99%

Exploring Predictors of Social Actions by General Education Students towards Peers with Disabilities

Okpareke

Salisbury²

2017

JEL

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This study deepens the field's understanding about factors that contribute to positive social engagement between students without disabilities and their peers with mild disabilities in general education classrooms. A sample of 68 seventh grade students with and without disabilities was drawn from general education classrooms in a suburban, Midwest district in the United States. Direct observation of students' social behavior, as well as student surveys and context measures, were used to explore associations among student attitudes, their perceived norms, feelings of efficacy, stated intentions and their actions towards peers with disabilities. Results revealed that students without disabilities strong intentions to interact with peers with disabilities were unrelated to their actual behavior. However, students' attitudes, norms, and feelings of efficacy were predictive of their intentions. Interpretations and implications for understanding the interplay of predisposing factors, intentions to socialize, and actual socializing behavior are discussed.

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“…Four studies examined the attitudes of children with typical development toward children with intellectual disabilities and interpreted that increased experience in engaging with students with intellectual disabilities is related to positive attitudes (Georgiadi et al, 2012;Rillotta & Nettelbeck, 2007;Siperstein et al, 2007). There were not many concrete practical recommendations in these articles, but Siperstein et al (2007) recommended educators engage in a programmatic and systematic approach to develop positive attitudes among youth and perhaps use an Awareness of Disability training program. This program was considered efficient in Rillotta and Nettelbeck's (2007) study.…”

Section: Inclusionmentioning

confidence: 99%

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

Räty

Kontu

Pirttimaa

2016

JEL

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The purpose of this qualitative study was to produce an overview of topics and practical recommendations that have been presented for teaching for students with intellectual disabilities in educational research articles published from 2000 to 2013. The sample of peer-reviewed research articles considering this topic was selected using a database search of the Educational Resources Information Center (ERIC). To represent the richness of this research area, the topic was purposely left broad, and the outline was made by focusing on the practical implications of research articles. These recommendations were identified, classified, synthesized, and evaluated. The implications for practice and research are presented based on the findings of this study.

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A National Study of Youth Attitudes toward the Inclusion of Students with Intellectual Disabilities

Cited by 170 publications

References 25 publications

The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

Exploring Predictors of Social Actions by General Education Students towards Peers with Disabilities

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

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