Outcomes of Interactions with Peers with Moderate or Severe Disabilities: A Statewide Survey of High School Students

Helmstetter, Edwin; Peck, Charles A.; Giangreco, Michael F.

doi:10.1177/154079699401900403

Cited by 76 publications

(50 citation statements)

References 11 publications

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“…Five of these studies reported subscales within the attitude measure to be significant. 13,15,19,44,50 Of these five studies, three studies 13,15,19 had effect sizes ranging from low to moderate. Finally, one study reported significant associations between individual attitude questions and contact.…”

Section: Main Results Of Individual Studiesmentioning

confidence: 99%

“…Some studies asked for more detailed information about the contact, such as whether they had played or talked to a disabled child in the past week 11,14,35 or how many hours in a week they typically spent with people with disabilities. 44 Schoollevel contact, used in 22 studies, is a measure of contact that is based on the level of disability inclusion within the school. The majority of studies using this measure of contact (n=15) categorized schools or classrooms as having either 'no children with disabilities' (i.e.…”

Section: 32mentioning

confidence: 99%

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The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

MacMillan

Tarrant

Abraham

et al. 2013

Develop Med Child Neuro

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ABBREVIATIONS CATCHChedoke-McMaster Attitudes Towards Children with Handicaps STROBE Strengthening the Reporting of Observational Studies in Epidemiology AIM The aim of this review was to systematically review and synthesize observational evidence of associations between children's naturally varying contact with people with disabilities and their attitudes towards disability.METHOD A comprehensive search was conducted across multiple databases. Studies were included if they measured children's contact with people with disabilities and their attitudes towards disability. Qualitative research and studies that experimentally varied the amount of contact children had were excluded. Data were synthesized in a narrative review.RESULTS There were 35 studies that met the inclusion criteria: 22 of these reported a statistically significant association between contact with people with disabilities and more positive attitudes towards disability; two studies reported a negative association between contact and attitudes; and 11 studies reported no association. Incomplete reporting of the methods and results across studies limited the conclusions that could be drawn. INTERPRETATION Studies identified in this review generally indicate that children's contactwith people with disabilities is associated with more positive attitudes towards disability. There is a need for more rigorous research to examine the effect of children's contact with people with disabilities on their attitudes towards disability.Children with disabilities are often the targets of negative attitudes. Parents of children with disabilities have described how negative attitudes are more disabling than their child's impairments. 1 A meta-analysis of studies published between 1990 and 2000 found that, generally, children have better attitudes towards children without disabilities than they do towards those with physical or intellectual impairments.2 Furthermore, in a cohort study conducted over 3 years, between 21% and 30% of children with disabilities experienced peer victimization, as reported by their parents.3 Experiencing negative attitudes and being victimized by peers is associated with self-blame, loneliness, anxiety, and low self-worth. 4 Therefore, it is important to understand negative attitudes towards disability and the factors associated with those attitudes.A series of psychological interventions derived from the 'contact hypothesis' 5 have been designed to promote positive attitudes towards a range of social groups. By creating positive interactions (contact) between members of different social groups, negative attitudes may be reduced. 6 Positive contact can break down psychological group boundaries, reduce anxiety, and elicit emotions such as empathy directed towards outgroup members who are otherwise often inhibited in intergroup contexts.7 A systematic review and meta-analysis of studies involving a range of intergroup contexts suggested that contact is nearly always successful in improving attitudes and reducing prejudice. 6 However, the re...

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Section: Main Results Of Individual Studiesmentioning

confidence: 99%

Section: 32mentioning

confidence: 99%

The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

MacMillan

Tarrant

Abraham

et al. 2013

Develop Med Child Neuro

View full text Add to dashboard Cite

show abstract

“…In addition, a careful examination was conducted of the references from the identified studies themselves and from review articles (Baker et al, 1994(Baker et al, -1995Carlberg & Kavale, 1980;Gottlieb, 1981;Gresham, 1982;Guralnick, 1999;Hallenbeck & Kauffman, 1995;Hunt & Goetz, 1997;Klassen, 1994;Leinhardt & Pallay, 1982;Lipsky & Gartner, 1995;Madden & Slavin, 1983;Sindelar & Deno, 1978 Butera, & Lesar, 1991). In addition, studies were excluded in which nondisabled students were asked about their perceptions of &dquo;children with disabilities&dquo; in general (i.e., Helmstetter, Peck, & Giangreco, 1994;Schnorr, 1990). We also omitted studies that only measured independent variables by self-report (i.e., Meyerowitz, 1967) because of the wide variety of ability levels inherent in the mentally retarded population.…”

Section: Methods Criteria For Including a Studymentioning

confidence: 99%

Academic and Social Attainments of Children with Mental Retardation in General Education and Special Education Settings

Freeman

Alkin

2000

Remedial and Special Education

200

126

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Parents, professionals, and researchers have been concerned about the most appropriate placement for children with mental retardation. To shed light on the efficacy of integration, 36 studies were reviewed on the academic and social attainments of school-age children with mental retardation. Results show that children in general education classes do not attain social acceptance ratings at as high a level as do their typically developing peers. When comparing children with mental retardation in general education and special education classrooms, integrated students perform better than their comparable segregated students on measures of academic achievement and social competence. Other variables are discussed that might affect child outcomes, and related recommendations are given for future research.

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“…Peer perceptions of students with significant disabilities in high school have received some attention within this body of work. In a survey of high school students who were not disabled, Helmstetter, Peck, and Giangreco (1994) found that peers of students with moderate and severe INTELLECTUAL AND DEVELOPMENTAL DISABILITIES VOLUME 48, NUMBER 1: 14-30 | FEBRUARY 2010…”

Section: Conceptual Framework For the Studymentioning

confidence: 99%

“Why Not Have Fun?”: Peers Make Sense of an Inclusive High School Program

Naraian

2010

Intellectual and Developmental Disabilities

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Including students with significant disabilities at the high school level has been a subject of increasing research in recent years. This study explores the experiences of a high school student with significant disabilities, Michael, through the narratives of his peers. Participant observation in the building indicated that Michael remained on the periphery of mainstream school experiences as his peers worked with an institutional narrative that was predicated on normative expectations of all students. Using data from interviews, the article investigates how Michael's peers made sense of the process of inclusion that was implemented within this building. It documents the practical constructions of students as they used various elements of the normative discourse within the building to fashion their own interpretations of significant disability. These candid student commentaries retained a persistent focus on the extent to which Michael's program addressed (or failed to address) his fun-loving disposition while remaining critical of the rationale behind the practices it supported. As the data showed, peers' notions of fun for Michael were deeply intertwined with the opportunities for participation made available to him and the critical necessity for social interaction with his peers.

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Outcomes of Interactions with Peers with Moderate or Severe Disabilities: A Statewide Survey of High School Students

Cited by 76 publications

References 11 publications

The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review

Academic and Social Attainments of Children with Mental Retardation in General Education and Special Education Settings

“Why Not Have Fun?”: Peers Make Sense of an Inclusive High School Program

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