Entwicklung eines Behinderten-Einstellungsstrukturtests BESTT83 Erste Validierungsstudien zu einem projektiven MeBverfahren

I agree to sit next to you. Does that mean I like you? Measuring using the wrong tapeline – the lack of ‘Social Distance’ measures for inclusive school development and research – a review of the literature

“…In summary, measures found to quantify ‘Social Distance’ showed different approaches. Some used vignettes (photos, descriptions) (Stangl, ; Wocken, ) and hypothetical situations of interaction (Bichi, ; Bogardus, ; Catapusan, ; Connolly, Fitzpatrick, Gallagher, et al., ; Holzkamp, ; Lauber, Nordt, Falcanto, et al., ), and some tried to quantify the distance in centimetres (Aboud and Mitchell, ; Verna, ). Most of them include measures for situations outside of the inclusive school setting (Bichi, ; Bogardus, ; Catapusan, ; Clack, ; Connolly, Fitzpatrick, Gallagher, et al., ; Greenwald, McGhee, and Schwartz, ; Holzkamp, ; Lauber, Nordt, Falcanto, et al., ; Rosenbaum, Armstrong, and King, ) but none integrate all aspects of ‘Social Distance’.…”

“…The BEST‐83 (Stangl, ) is a German measure for attitudes towards children with disabilities. It hypothesises that contact between people with and without a disability is based on their perceptions of diversity and previous experience with one another.…”

“…It hypothesises that contact between people with and without a disability is based on their perceptions of diversity and previous experience with one another. It demonstrates good reliability and validity (Stangl, ) and utilises 15 pictorial vignettes of school‐aged children of which the participant has to express his or her attitude in an open structure using four items. These items focus on previous contact, engagement in problems of people with this particular handicap, feelings, experience and identification with the problems they face.…”