Measuring Discriminatory Social Norms Against Children With Disabilities to Improve Communication-Based Programs

Abstract

In the Europe and Central Asia region, there are at least five million children diagnosed with some type of disability. These children are likely to be subjected to stigmatization and marginalization, which can lead to discrimination and reduction in access to social services. A pilot study was developed to examine factors affecting the treatment of children with disabilities from a holistic, systematic perspective. Stratified by the social ecological model, 450 respondents participated in a structured interview designed to measure knowledge, attitudes, norms, marginalization, and stigma. The results yielded four conclusions. First, it showed that professionals did not rate differently on the constructs of the conceptual model when compared to nonprofessionals. Second, norms are likely affecting the treatment of children with disabilities. Third, the study shows that there is not enough emphasis on educating and involving community members to improve the treatment and protect the rights of children with disabilities. Finally, the results emphasize the importance of approaching disability from a comprehensive social ecological perspective.

Pupils’ Attitudes toward Inclusive Education

“…Stigma can start in the school environment, which is extremely competitive in all areas of a child's life. This also includes the difference caused by the presence of a disability [30,31].…”