Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools

Abstract

This study addressed the concept of 'intersectionality' relating to refugee status and disability. It examined whether differences in attitudes depending on disability type (physical disability vs. behavioural disorders) are present and how the refugee status and disability in girls interact to influence attitudes. The attitudes of 1377 participants towards the inclusion of Austrian girls with disabilities as well as of refugee girls with and without disabilities into a mainstream primary school were assessed. The respondents read a short description of a particular girl before answering a short questionnaire. In general, the respondents showed more positive attitudes towards the inclusion of Austrian girls into a mainstream primary school than towards the inclusion of refugee girls. Furthermore, attitudes were more positive towards the inclusion of girls with a physical disability than towards the inclusion of girls with behavioural disorders, regardless of the refugee status. Due to the entanglements of the disability type and refugee status demonstrated in this research, it seems clear that no pure 'disability effect' or 'refugee effect' is evidenced when examining attitudes about inclusive education. Rather, both aspects should be considered simultaneously. Furthermore, respondents' gender, educational level and cultural capital also influenced the attitudes.

Students from refugee backgrounds in physical education: A survey of teachers’ perceptions

“…This is in line with the results of more general surveys, which suggested that attitudes and perceptions towards people from refugee and migrant backgrounds are influenced by the personal characteristics of the respondents, such as gender and educational level (Bešić et al, 2020;Soriano and Cala, 2019). More specifically, there are indications that women and people with higher educational levels tend to have a more positive attitude towards people from migrant and refugee backgrounds (Bešić et al, 2020;Soriano and Cala, 2019). Personal experiences of migration are also believed to be an important factor (Becker, 2019).…”

“…This aligns with the existing evidence that people with a high level of education (e.g. university-graduated teachers) are generally positive about integration and migration issues (Bešić et al, 2020). The positive opinions of the teachers promise a high potential for the actual integration process of new students.…”

“…Moreover, a survey conducted in the USA found that female PE teachers had a more positive attitude and felt more comfortable about dealing with students from diverse backgrounds than their male colleagues (Columna et al, 2010). This is in line with the results of more general surveys, which suggested that attitudes and perceptions towards people from refugee and migrant backgrounds are influenced by the personal characteristics of the respondents, such as gender and educational level (Bešić et al, 2020;Soriano and Cala, 2019). More specifically, there are indications that women and people with higher educational levels tend to have a more positive attitude towards people from migrant and refugee backgrounds (Bešić et al, 2020;Soriano and Cala, 2019).…”

An Action Research Study on Developing an Interdisciplinary Curriculum in Inclusive Education

“…Doğrudan dışlanmayı engelleyici ya da iletişime dayalı etkinlikler kabullenme davranışları için yeterli değildir. Çünkü kapsayıcılık önünde yer alan en önemli sorunlardan biri de engel durumu ya da etnik kökeninden dolayı dışlanmadır (Molla, 2019;Bešić, Paleczek, Rossmann, Krammer ve Gasteiger-Klicpera, 2018). Dışlama, ırkçılık ve önyargı deneyimlerinin, mülteci öğrencilerin eğitim deneyimleri üzerinde olumsuz bir etkisi vardır (Baak, 2018;Roy ve Roxas, 2011).…”

Make a Match Learning for English Conversation Skills of Students with Intellectual Disabilities

“…Teachers need to be as creative and flexible as possible in teaching English speaking skills to special needs students. Similarly, (Bešić, Paleczek, Rossmann, Krammer, & Gasteiger-Klicpera, 2020;Kustawan, 2013;Snyder & Ayres, 2020;Strogilos, Avramidis, Voulagka, & Tragoulia, 2020) argued that people with intellectual disabilities have academic obstacles in such a way so that the learning services require curriculum modifications that are appropriate to their particular needs.…”