The EKB-Scale – An inventory to measure the attitudes toward physically disabled persons

Seifert, Karl Heinz; Bergmann, Chr

doi:10.1097/00004356-198306000-00006

Cited by 4 publications

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“…The cognitive intervention exposed students to accurate information about individuals with physical disabilities, while the cognitive-behavioral intervention allowed for high-impact interactions between students and Paralympians. They assessed participants’ attitudes toward individuals with disabilities using a modified version of the “Questionnaire about Attitudes towards the Physically Disabled” by Seifert and Bergmann (1983). When the cognitive-behavioral intervention with interaction was used, prejudice about individuals with physical disabilities decreased.…”

Section: Step One: Conceptualize the Learning Process Set Goalsmentioning

confidence: 99%

Applying the scientist–educator model to develop and assess respect for human dignity.

Samuels¹,

Scharff²

2024

Scholarship of Teaching and Learning in Psychology

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Educational scholars continue to emphasize the confirmed value of high-impact course experiences to enhance learning (Kuh, 2008). Kuh reports that impactful experiences designed to develop diversity and global learning often include explorations of "difficult differences" that expose students to " : : : cultures, life experiences, and worldviews different from their own." Although exploration of "difficult differences" is a worthy goal, it can vary in how it is executed and, consequently, vary in strength of impact. Over the past decade, we applied the Scientist-Educator Model (SEM) in Biopsychology, Sensation and Perception, and Class, Race and Ethnicity in Society courses to design and assess high-impact learning experiences. We used SEM to design interventions that would develop Respect for Human Dignity (RFHD) and assessments to evaluate results. We drew from the literature on prejudice reduction to develop interventions, which involved face-to-face (F2F) experiences with "others" who had sensory challenges, brain/spinal cord injuries, or homelessness. SEM was useful because it guided us through systematic, iterative steps focused on improving student learning. This article discusses how we used SEM to make evidence-based decisions about developing/assessing RFHD through high-impact F2F experiences, as well as how these interventions and assessments can be adapted to other courses.

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Section: Step One: Conceptualize the Learning Process Set Goalsmentioning

confidence: 99%

Applying the scientist–educator model to develop and assess respect for human dignity.

Samuels¹,

Scharff²

2024

Scholarship of Teaching and Learning in Psychology

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“…The images of people with disabilities (PWDs) in both Eastern and Western cultures provide the bias for negative attitudes. Nondisabled people's misconceptions about PWDs' personality, behavior, and potential achievement have historically led to formation of negative attitudes (Gill, 1996;Howland & Rintala, 2001;Seifert & Bergmann, 1983). Current assumptions combined with historical social portrayals of PWDs as "sick and suffering" make it difficult for these individuals to meet the standards of social norms and to be viewed independent of these images.…”

Section: Introductionmentioning

confidence: 99%

Attitudes of Ethiopian college students toward people with visible disabilities

Getachew¹

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Although the attitudes of non-disabled individuals toward people with disabilities (PWDs) have been studied extensively for years, most of those studies were conducted outside of Ethiopia and very little has been written about Ethiopians and their attitudes toward PWDs. The current study examined the attitudes of a self-selected sample of Ethiopian college students toward persons with visible disabilities. Secondarily, the study identified and utilized selected variables that may affect individual personal responses to the development of these attitudes. Past studies identified that negative and seemingly pejorative personal attitudes of some nondisabled adults have often created general societal barriers affecting all aspects of the quality of life of PWDs. The non-participation of PWDs in society has been limited in Ethiopia to date based on the reports of Ethiopian local experts and governmental report documents; however, because negative attitudes are frequent barriers, without identification and adequate measurement of these attitudes, understanding, identifying, and changing them is very difficult. This study provided preliminary information about the attitudes of a group of university students at Addis Ababa University who might be influential in the future inclusion of PWDs in Ethiopia as they likely represent future elite professionals in Ethiopian society who could potentially impact PWDs in that society in relation to these attitudes. This study collected self-reported data on Ethiopian college students' attitudes toward people with visible disabilities as measured by the Multidimensional Attitudes Scale Toward Persons With Disabilities (MAS). This study examined the students' attitudes and also identified key variables from the literature related to attitude formation toward PWDs. The results of the Confirmatory Factor Analysis, T-test, ANOVA, and correlation analyses provided some preliminary findings. The CFA was conducted because the MAS has only been used once with an Israeli sample, and there were no other groups for comparison. In order to compare the loadings of items of the MAS, a vi TABLE OF CONTENTS LIST OF TABLES .

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Professional and Personal Attitudes of Physiotherapy Students Toward Disabled Persons

Vargo¹,

Semple²

1988

Australian Journal of Physiotherapy

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Form A of the Attitude Toward Disabled Persons (ATDP-A) scale was used to discover whether physiotherapy students distinguish between personal and professional attitudes toward people with disabilities. Forty fourth-year students successively completed two copies of the ATDP-A scale, one with their personal views and one with their professional views. A two-tailed t-test for correlated samples showed that the mean professional score was significantly greater (p < 0.05) than the mean personal score. Results are discussed in terms of inconsistencies in the research literature as well as implications for physiotherapy training programmes.

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The EKB-Scale – An inventory to measure the attitudes toward physically disabled persons

Cited by 4 publications

References 0 publications

Applying the scientist–educator model to develop and assess respect for human dignity.

Applying the scientist–educator model to develop and assess respect for human dignity.

Attitudes of Ethiopian college students toward people with visible disabilities

Professional and Personal Attitudes of Physiotherapy Students Toward Disabled Persons

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