Children's attitudes towards disability: A review and analysis of the literature

Abstract

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.

Kindergarten Children's Understanding of and Attitudes Toward People With Disabilities

“…The major goal of inclusion is to foster the social integration of such children so that they may interact with and gain the acceptance of their nondisabled peers (Gottlieb, 1981;Guralnick, 1994;Stainback & Stainback, 1990). A major factor contributing to the successful integration of children with disabilities is the understanding of and attitudes that nondisabled children hold regarding their peers with disabilities (Bricker, 1995;Jones, Sowell, & Jones, 1981;Wetstein-Kroft & Vargo, 1984).…”

Children's Attitudes and Behavioral Intentions Toward a Peer with Tourette Syndrome

“…Although little research is available in the area of social acceptability of individuals with TS, research on other handicaps, such as mental retardation and physical disabilities, has generally indicated that higher educational levels, contact and friendships with individuals with handicaps, information about the particular handicap, and labeling of the handicap are all associated with more positive attitudes and ratings of the handicapped person (Blood & Blood, 1982;Gottlieb & Corman, 1975;Hastorf, Wildfogel, & Cassman, 1979;Jaffe, 1966;Kimbrell & Luckey, 1964;MacMillan, Jones, & Aloia, 1974;Peterson, 1974;Rosenbaum, Armstrong, & King, 1988;Wetstein-Kroft & Vargo, 1984). Matthews and Barabas (1985) have proposed that information is the most critical tool in dealing with illness or disability, because individuals working with persons who are ill or disabled may be uninformed or misinformed about the disorder, which may lead to frustration, negative attitudes, and misunderstandings.…”

‘In the house of my friend’: Dealing with disability

“…But the t~tle of my talk was chosen dehberately It as taken from Zechariah 13 6 and, m full, ~t reads "I was wounded in the house of my friend" Unfortunately, that as the sltuatxon wath all minority groups and people wath dlsabflmes are no exceptmn. This SltUataon m, of course, a functaon of attatudes So what I would hke to do today as to briefly review some of the research hterature that deals wath the ampact of pubhc atUtudes toward people w~th dasabflatles, then offer some suggesUons on how counsellors can help their d~sabled chents act as thear own agents for public attitude change Attitudes of the general public Research on attitudes of the general pubhc toward people with d~sabllltles reveals that these atUtudes are generally negative (Comprehenswe reviews of this hterature are provided by Mannelh & Dell Orto, 1977;Westwood, Vargo, & Vargo, 1981, Wetstem-Kroft & Vargo, 1984, and Wright, 1983 Moreover, negauve atutudes are so prevalent that one book on the subject as tatled 'Disabled People as Second-Class Cmzens' (Elsenberg, Gnggms, & Duval, 1982) In the introduction to that work, E~senberg states [Lxwng with a disability] often means hvmg at the poverty level and going on welfare It means dtscrtmmatton (original emphasis) Being disabled is not just having a body defect -it is a complex soclal-pohtxcal reahty that one hves with day by day, year by year (Elsenberg, 1982 p X1V)…”