Promoting Reciprocal Social Interactions in Inclusive Classrooms for Young Children

Grubbs, Paula R.; Niemeyer, Judith A.

doi:10.1097/00001163-199901000-00005

Cited by 13 publications

(10 citation statements)

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“…The present research focused on encouraging positive attitudes in non‐disabled children toward people with disabilities. Children's attitudes toward the disabled have recently become more significant within the United Kingdom, with more direct contact between non‐disabled and disabled children through the British government's policy of “inclusion” in education (see Grubbs & Niemeyer, 1999; Norwich, 2002). “Inclusion” is the enrollment of disabled children in mainstream schools, as opposed to separate “special schools.” The philosophy of “inclusion” is that by providing equal educational opportunities for disabled children, and challenging children's stereotypical views of disabled people, this will, in later years, lead to a more inclusive society in which disabled and non‐disabled people have equal opportunities (Department for Education and Skills, 2001).…”

Section: Disability and Prejudice Reductionmentioning

confidence: 99%

Extended Contact through Story Reading in School: Reducing Children's Prejudice toward the Disabled

Cameron

Rutland

2006

Journal of Social Issues

261

218

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The aim of this study was to develop and assess a prejudice-reduction intervention for young children based on a relatively recent psychological concept, extended contact. A number of extended contact interventions were tested based on different models of generalized intergroup contact. A 3 (type of extended contact: neutral, decategorization, and "intergroup") × 2 (time of interview: pre-vs. post-extended contacts) mixed design was used, with the latter variable being within participants. Non-disabled children (N = 67) aged 5-10 years took part in a 6-week intervention involving reading stories featuring disabled and non-disabled children in friendship contexts. The main dependent variables were children's attitudes and intended behavior toward non-disabled and disabled people. Results showed that extended contact led to increased positivity toward the disabled, and this was most pronounced in the intergroup-extended contact condition. These findings suggest that extended contact can provide a prejudice-reduction intervention tool that can be used with young children in contexts in which the opportunity for direct contact is low. The findings also add to the psychological literature, providing support of the Hewstone and Brown (1986) "intergroup" model in the context of extended contact.Intergroup bias is by no means unusual among children in early and middle childhood (e.g., Aboud, 1988;Brown, 1995;Nesdale, 2001). Within the developmental social psychology literature, the emphasis of research has been on developing theoretical accounts of childhood prejudice (e.g.

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Section: Disability and Prejudice Reductionmentioning

confidence: 99%

Extended Contact through Story Reading in School: Reducing Children's Prejudice toward the Disabled

Cameron

Rutland

2006

Journal of Social Issues

261

218

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“…Study 1 focused on changing children's attitudes towards people with physical disabilities and learning difficulties, an issue that has recently become more significant within the United Kingdom. This is because there is now more direct contact between non-disabled and disabled children through the policy of "inclusion" of children with physical disabilities and learning difficulties in the mainstream education system (see Grubbs & Niemeyer, 1999;Norwich, 2002). The limited body of research into the effect of direct contact on children's attitudes towards the disabled is rather mixed (Krajewski & Hyde, 2000;Maras & Brown, 1996Nabors, 1997).…”

Section: Studymentioning

confidence: 99%

Promoting children's positive intergroup attitudes towards stigmatized groups: Extended contact and multiple classification skills training

Cameron

Rutland

Brown

2007

International Journal of Behavioral Development

138

139

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Two studies were conducted to evaluate interventions, based upon the extended contact hypothesis and multiple classification skills training, which aimed to promote children's positive intergroup attitudes towards two stigmatized groups. Study 1 tested whether extended contact and multiple classification skills training changed out-group attitudes towards the disabled among 6—9 year-old children. Out-group attitudes were significantly more positive only in the extended contact condition compared to the control. Study 2 involved four conditions: control, extended contact, modified multiple classification skills training and a combination of both interventions. Again, only the 6—11 year-old children who experienced the extended contact interventions (extended contact and combined) showed significantly more positive attitudes towards the refugee out-group compared to the control. The implications of these findings for the development of prejudice-reduction strategies in children will be discussed.

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“…Skills such as understanding social roles, sharing, communicating, and appropriate responding to situations are learned in this manner. In an inclusive educational program, children with disabilities are placed in a setting with typically developing peers who can serve as same-aged models with whom they can interact and learn through a natural behavior modeling format (Grubbs and Niemeyer 1999). However, simply providing children with disabilities the opportunity to interact with typically developing peers often is not sufficient for meaningful interaction to occur (Hundert and Houghton 1992;Roberts et al 1991).…”

mentioning

confidence: 99%

Effective Social Interaction Strategies for Inclusive Settings

Terpstra

Tamura

2007

Early Childhood Educ J

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Many strategies and interventions exist in the education of young children with disabilities. One area of intervention is that of social interaction, including social skills instruction, peer interaction strategies, and play skills. Interaction and social skill strategies for use with children with and without disabilities for the purpose of increasing social interactions between children with and without disabilities in educational settings is an area many educators of early childhood special education strive to find in an effective and easy to implement format. Several strategies from research are presented in this article. Only strategies that were demonstrated to be successful through reported research are discussed. Strategies are identified according to their ease of implementation and effectiveness.

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Promoting Reciprocal Social Interactions in Inclusive Classrooms for Young Children

Cited by 13 publications

References 0 publications

Extended Contact through Story Reading in School: Reducing Children's Prejudice toward the Disabled

Extended Contact through Story Reading in School: Reducing Children's Prejudice toward the Disabled

Promoting children's positive intergroup attitudes towards stigmatized groups: Extended contact and multiple classification skills training

Effective Social Interaction Strategies for Inclusive Settings

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