Developmental Expectations, Personality Stereotypes, and Attitudes Towards Inclusive Education: Community and teacher views of Down syndrome

Gilmore, Linda; Campbell, Jennifer D.; Cuskelly, Monica

doi:10.1080/1034912032000053340

Cited by 146 publications

(135 citation statements)

References 13 publications

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“…Learning is the process by which the individual expresses the ability to deal with various situations of life after exposure to them. It determines the psychomotor development and basic neurological developments for daily living [5]. Evaluation of efficacy of dance in DS was performed through interviews related to knowledge, attitude and practice to measure comprehension, the thinking and acting of the participant in front of the actions proposed in this study to provide diagnosis of achievements in the educational, emotional and social dimensions.…”

Section: Resultsmentioning

confidence: 99%

“…Gilmore, Campbell and Cuskelly [5] and Fidler and Nadel [6] highlight collaborative education to enable learning in people with disabilities, including DS.…”

Section: Introductionmentioning

confidence: 99%

“…The change in relevant circumstances about social inclusion fragmented thoughts about how individuals with DS should be educated. Learning is a cyclical and embracing process, it supports on equality in order to allow the basic needs to ensure independence and autonomy [5].…”

Section: Introductionmentioning

confidence: 99%

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Behind the Dance: Educational, Emotional and Social Contexts in Down syndrome

2016

International Journal of Humanities, Social Sciences and Educat

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Section: Resultsmentioning

confidence: 99%

“…Gilmore, Campbell and Cuskelly [5] and Fidler and Nadel [6] highlight collaborative education to enable learning in people with disabilities, including DS.…”

Section: Introductionmentioning

confidence: 99%

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Behind the Dance: Educational, Emotional and Social Contexts in Down syndrome

2016

International Journal of Humanities, Social Sciences and Educat

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“…People with Down syndrome are perceived through stereotypes of considerable warmth, with friendly, affectionate, happy and sociable characteristics (Gilmore, Campbell & Cuskelly, 2003) Yet, at the same time, they are stereotyped as incompetent and assigned characteristics such as problematic and aggressive, irrational, retarded and being a social nuisance (Heinemann, 1990;Pary, 2004).…”

Section: The Stigma Of People With Down Syndromementioning

confidence: 99%

Intergroup trust and anxiety: the two sides of stigma towards people with Down syndrome

et al. 2017

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Título: Confianza y ansiedad intergrupal: los dos lados del estigma hacia las personas con síndrome de Down Resumen: Las personas con síndrome de Down sufren un tipo de estigmatización ambivalente, que combina estereotipos, reacciones emocionales y actitudes positivas y negativas. El objetivo de este estudio es analizar la relación que existe entre las actitudes ambivalentes hacia las personas con síndrome de Down, y los niveles de confianza y ansiedad intergrupal que se mantienen hacia ellas. Un total de 144 estudiantes universitarios respondieron a un cuestionario sobre la percepción social que mantienen hacia este colectivo, e indicaron en qué medida anticipan una interacción con personas con síndrome de Down basada en la confianza o en ansiedad intergrupal. Los resultados indican que se producen respuestas ambivalentes hacia las personas con síndrome de Down. Además, mientras que la confianza intergrupal está relacionada con altos niveles de admiración y competencia, la ansiedad intergrupal está relacionada con niveles altos de aversión, compasión y baja admiración. Se discuten las implicaciones de estos resultados alcanzados de cara a mejorar la percepción social de las personas con síndrome de Down, así como el complejo papel que juega la compasión en la valoración de grupos estigmatizados. Palabras clave: Síndrome de Down; estigmatización; ansiedad intergrupal; compasión.Abstract: People with Down syndrome experience a type of ambivalent stigmatisation, which combines stereotypes, emotional reactions, and both positive and negative attitudes. The aim of this study is to analyse the relationship between ambivalent attitudes towards people with Down syndrome, and the levels of intergroup trust and anxiety felt towards them. A total of 144 university students completed a questionnaire on their social perception of people with Down syndrome, indicating the extent to which they anticipate an interaction with this group based on trust or anxiety. The results show that responses to people with Down syndrome are ambivalent. Moreover, while intergroup trust is associated with high levels of admiration and competence, intergroup anxiety is associated with high levels of aversion, compassion and low admiration. We discuss the implications of these results, taking into account how to enhance the social perception of people with Down syndrome, as well as the complex role of compassion in the assessment of stigmatised groups.

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“…The United States Census estimates that there are as many as 56.7 million Americans living with some form of disability [2]. Progress in social policy and legislative mandates have markedly improved the representation of people with disabilities in today's diverse society; however, one major impediment to this progress remains the negative attitude and perception of non -disabled people toward their disabled counterparts [3]. In a study conducted in Australia, researchers found that age, educational attainment, and prior knowledge all impact attitudes and perceptions toward people with disabilities [4].…”

Section: Introductionmentioning

confidence: 99%

The Voluntary Practice of Eugenics: Risk-Taking and Religiosity as Determinants of Attitudes Toward Conceiving Children with Potential Genetic Disorders and Inheritable Diseases

Chen¹

2017

PMRD

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The purpose of this study was to examine attitudes toward the voluntary practice of eugenics among people with high-risk inheritable diseases and genetic disorders. Participants consisted of 426 students attending two large public universities in the south and southwestern regions of the United States. The study used the modified scale of attitudes toward mental retardation and eugenics, the risk-taking questionnaire, and the dimensions of religious ideology importance scale. A general linear model was tested to answer the research question. The results showed that the model was significant (p < 0.001; adjusted r2 of 0.078). Significant main effects were found in race [F (4,378) = 2.538, p = 0.04, η² = 0.026], risk avoidance [F (1,378) = 12.536, p < 0.001, η² = 0.032] and importance of religion [F (1,378) = 5.530, p = 0.019, η² = 0.014]. Cultural, ethnic, and religious variables influenced people's views toward disability. One's perception of both disability and its impact on quality of life will influence his or her feelings about eugenics and babies with congenital conditions.

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Developmental Expectations, Personality Stereotypes, and Attitudes Towards Inclusive Education: Community and teacher views of Down syndrome

Cited by 146 publications

References 13 publications

Behind the Dance: Educational, Emotional and Social Contexts in Down syndrome

Behind the Dance: Educational, Emotional and Social Contexts in Down syndrome

Intergroup trust and anxiety: the two sides of stigma towards people with Down syndrome

The Voluntary Practice of Eugenics: Risk-Taking and Religiosity as Determinants of Attitudes Toward Conceiving Children with Potential Genetic Disorders and Inheritable Diseases

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