Comparing children's attitudes towards disability

Cairns, Bernadette; McClatchey, Kirstie

doi:10.1111/1467-8578.12033

Cited by 24 publications

(19 citation statements)

References 22 publications

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“…Contact at school is based upon encouragement to communicate and participate with peers in a controlled setting. Research by Cairns and McClatchey () suggests that children who have experienced inclusive education have a deeper understanding of the needs of people with IDs, in addition to more positive attitudes. This could explain current findings that school inclusion may help to facilitate more positive attitudes toward people with IDs, through encouraged contact and interaction increasing understanding and acceptance.…”

Section: Discussionmentioning

confidence: 99%

“…However, attitudes are complex, and are formed through various processes of social learning across one's lifetime (Aiken, ). For instance, awareness and knowledge of IDs are another key factor in the formation of attitudes in relation to people with IDs (Cairns & McClatchey, ; de Boer, Pijl, Minnaert, & Post, ; Rillotta & Nettelbeck, ). This research therefore provides preliminary evidence that inclusion is positively related to attitudes toward people with IDs, though further research is necessary to replicate these findings.…”

Section: Discussionmentioning

confidence: 99%

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School inclusion and attitudes toward people with an intellectual disability

Thomas

Rose

2019

Policy Practice Intel Disabi

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People with intellectual disabilities (IDs) are often subject to prejudice and negative attitudes within mainstream society. Personal contact has been found to be one of the most important factors in improving negative attitudes. Governmental policy changes in the UK in the 1990s facilitated the inclusion of children with IDs into mainstream education. The current study aimed to investigate whether the contact that students had with peers with IDs, through the inclusion of students with IDs in mainstream schools, is related to attitudes toward people with IDs. Two hundred and fortyseven undergraduate students completed an online questionnaire which measured attitudes toward people with IDs, and both the quality and quantity of contact with people with IDs in varying contexts. Correlational and regression analyses show that more contact at school is significantly associated with positive attitudes toward people with IDs, when controlling for contact in other contexts. Findings suggest that those who had a more, or higher, quality of contact were significantly more likely to have more positive attitudes in adulthood. These findings suggest that inclusion policies may help to encourage more positive attitudes toward people with IDs in the long term. Further research is necessary to replicate these findings, and to further these findings by investigating the specific experiences at school that may encourage more positive attitudes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

School inclusion and attitudes toward people with an intellectual disability

Thomas

Rose

2019

Policy Practice Intel Disabi

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“…the disability focus of the programme), it is also known that a number of personal factors may cause an attitudinal change during disability awareness programmes, such as having a family member or friend with a disability, or having prior contact with classmates with a disability. In other words, having family members or close friends (Bossaert et al, 2011;Vignes et al, 2009) or prior positive experiences with classmates with disabilities (Cairns and McClatchey, 2013;Schwab, 2017) may positively change peer attitudes toward disability. However, this positive expression is not always guaranteed.…”

Section: Professional Development and Inclusion: Incluye-tmentioning

confidence: 99%

The influence of a teacher-designed and -implemented disability awareness programme on the attitudes of students toward inclusion

Reina

Haegele

Pérez-Torralba

et al. 2021

European Physical Education Review

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This study aimed to examine: (1) the influence of a disability awareness programme, designed and implemented by attendees of the Incluye-T programme and implemented in real educational settings, on the attitudes of their students toward the inclusion of peers with disabilities; (2) the differential effects of the disability awareness activities between classes in which physical impairment, visual impairment, or multi-impairment programmes were implemented; and (3) the influence of personal demographic variables on participants’ attitudes toward the inclusion of peers with disabilities before and after the implementation of the disability awareness physical education (PE) sessions. A sample of 1105 PE students (13.1 ± 2.2 years) from 56 Spanish public educational centres took part. After the training programme on self-efficacy toward inclusion, physical educators designed and implemented awareness interventions at their schools. Physical educators implemented physical-only (23.2%), visual-only (42.9%), and combined activities for both impairments (33.9%). PE students’ attitudes toward inclusion were measured pre- and post-interventions. Those who participated in combined activities revealed significant differences for the four attitude scores ( p < 0.001), while those taking part in visual-only activities demonstrated decreased scores for the overall ( p = 0.044) and the control beliefs subscale ( p = 0.010). PE teachers were capable of influencing their PE students’ attitudes toward inclusion using awareness activities taking into consideration the ecology of the interventions and the PE students’ base level of attitudes before delivering sessions. The type of impairment/disability that was the focus of the awareness activities was an important factor that influenced the effectiveness of the interventions.

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“…In the present context, this research is interesting in relation to how it sheds light on how the societal-level value position of inclusion is associated with development in children's understanding and acceptance of their peers with disabilities. A study by Cairns and McClatchey ( 2013 ) compared children's attitudes towards peers with disabilities at two different primary schools: school A with an inclusive practice and a high number of students with disabilities (8%) and school B with only a few students with disabilities (<2%). The students with disabilities in the inclusive school covered a wide range of disabilities, including children with physical and medical needs and children with severe learning disability.…”

Section: Developing Positive and Negative Social Affordancesmentioning

confidence: 99%

“…Often, research in these two interrelated aspects of development of social affordance has been done separately; either as research in attitude formation of peers without disability (eg, Cairns and McClatchey ( 2013 ) from a social model approach) or as research in social cognitive skills in children with disability (eg, Dodge et al ( 1986 ) and Guralnick ( 1999 ), according to the medical model approach). Analysis of the being or becoming of social agency requires consideration of the idea that the child with disabilities might have specifi c impairments and developmental delays that impact on the way the child acts and is perceived as a social agent -by the teacher and by other children.…”

Section: Developing Positive and Negative Social Affordancesmentioning

confidence: 99%

Development and Learning of Young Children with Disabilities

Boettcher¹,

Dammeyer²

2016

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Early childhood education in many countries has been built upon a strong tradition of a materially rich and active play-based pedagogy and environment. Yet what has become visible within the profession, is, essentially a Western view of childhood, preschool education and school education. It is timely that a series of books be published which present a broader view of early childhood education. This series seeks to provide an international perspective on early childhood education. In particular, the books published in this series will:• Examine how learning is organized across a range of cultures, particularly indigenous communities • Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries, including the majority poor countries • Critique how particular forms of knowledge are constructed in curriculum within and across countries • Explore policy imperatives which shape and have shaped how early childhood education is enacted across countries • Examine how early childhood education is researched locally and globally • Examine the theoretical informants driving pedagogy and practice, and seek to fi nd alternative perspectives from those that dominate many Western heritage countries • Critique assessment practices and consider a broader set of ways of measuring children's learning • Examine concept formation from within the context of country-specifi c pedagogy and learning outcomesThe series covers theoretical works, evidence-based pedagogical research, and international research studies. The series also covers a broad range of countries, including majority poor countries. Classical areas of interest, such as play, the images of childhood, and family studies, will also be examined. However, the focus is critical and international (not Western-centric).More information about this series at

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Comparing children's attitudes towards disability

Cited by 24 publications

References 22 publications

School inclusion and attitudes toward people with an intellectual disability

School inclusion and attitudes toward people with an intellectual disability

The influence of a teacher-designed and -implemented disability awareness programme on the attitudes of students toward inclusion

Development and Learning of Young Children with Disabilities

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