Typically developing children’s understanding of and attitudes towards diversity and peers with learning difficulties in the Greek setting

Ralli, Asimina M.; Margeti, M.; Doudoni, E.; Pantelemidou, V.; Rozou, T.; Evaggelopoulou, E.

doi:10.1080/08856257.2011.563609

Cited by 12 publications

(20 citation statements)

References 29 publications

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“…Reminiscent of earlier studies, the present results show that the form of disability is an important variable for the attitude towards inclusive education (Avramides and Norwich 2002). It has also been previously shown that both the level of education, age and gender influence attitude (Burge et al 2008;Environics Research Group 2004;Leyser and Kirk 2004;NDA 2002;Ralli et al 2011;Staniland 2010;Tafa and Manolitsis 2003) and that persons who have had experience with integration exhibit a more positive attitude (Tafa and Manolitsis 2003). In addition, the results show that pupils in general have a more negative attitude than other groups surveyed.…”

Section: Discussionsupporting

confidence: 58%

“…Among pupils, studies have shown both positive (Magiati, Dockrell and Logotheti 2002;York and Tundidor 1995) and negative (Nowicki and Sandieson 2002;Siperstein, Bak and O'Keefe 1988) attitudes; here the form of the disability (Magiati et al 2002;Siperstein et al 2007), gender (Nowicki and Sandieson 2002) and age of the pupils were highly influential (Ralli et al 2011).…”

Section: Attitude Towards Integrationmentioning

confidence: 98%

See 1 more Smart Citation

An examination of public opinion in Austria towards inclusion. Development of the ‘Attitudes Towards Inclusion Scale’ – ATIS

Schwab

Gebhardt

Ederer-Fick

et al. 2012

European Journal of Special Needs Education

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The 'Attitudes Towards Integration Scale' (ATIS) assesses the attitude of the general public towards the school integration of children with disabilities. The scale was empirically created in a pilot study (n=351) and later used to survey 2158 people. The data from both surveys are analysed in the present paper; the results show that the scale exhibits acceptable internal consistency (Cronbach's α=.83) and that the factorial structure of the scale can be considered as largely confirmed. Overall, the surveyed persons reported a positive attitude towards the school integration of children with disabilities. However, the form of the disability of the integrated child and the level of education as well as the participants' familiarity with the topic of integration of persons with disabilities, age and gender played a role in their assessment. In addition, the results show that pupils in general have a more negative attitude than students and employed persons. Sequence effects could also be shown. Inclusive education is seen as more positive when respondents are first asked to evaluate how a child with a disability gets on in an integrated class and have to evaluate later how a child with the same disability gets on in a special school setting of an integrated class.

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Section: Discussionsupporting

confidence: 58%

Section: Attitude Towards Integrationmentioning

confidence: 98%

An examination of public opinion in Austria towards inclusion. Development of the ‘Attitudes Towards Inclusion Scale’ – ATIS

Schwab

Gebhardt

Ederer-Fick

et al. 2012

European Journal of Special Needs Education

View full text Add to dashboard Cite

show abstract

“…Previous researcb bas provided strong evidence tbat cbildren witb learning or intellectual disabilities struggle witb social demands at scbool, are at risk for social exclusion, and can experience aggressive and negative social interactions witb tbeir peers (Hames, 2005;Maras and Brown, 2002;Ralli et al, 2011;Smitb & Williams, 2004). Our study sbows tbat tbese cballenges are, in fact, noticed by otber cbildren.…”

Section: Discussionsupporting

confidence: 64%

“…Williams, 2004). Researchers have also concluded that children are generally lacking accurate knowledge ahout disabilities (Ralli et al, 2011). Without this knowledge base to draw from, it is conceivable tbat children will have difficulties in developing and using appropriate strategies for socially including their classmates with learning or intellectual disabilities.…”

Section: Evidence-based Strategies That Promote the Inclusion Of Chilmentioning

confidence: 98%

“A Kid Way”: Strategies for Including Classmates With Learning or Intellectual Disabilities

Nowicki¹,

Brown²

2013

Intellectual and Developmental Disabilities

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Thirty-six children between 9 and 12 years of age were invited to share their ideas on how to socially include classmates with learning or intellectual disabilities at school. Participants generated 80 strategies which were categorized into seven major themes. Thematic categories focused on the need for teachers to intervene in academic and social situations, child-to-child instructional strategies, being supportive, focusing on similarities between children with and without disabilities, modelling appropriate behaviors and intervening in negative interactions, structured inclusive activities, and noninclusive activities. Participants were aware of the challenges experienced by classmates with disabilities, and recognized the need to work with classmates and teachers towards the social inclusion of children with intellectual and learning disabilities. Educational implications are addressed.

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“…Methodological approaches have primarily focused on eliciting explicit knowledge, such as that gathered from interviews (Glasberg, 2000;Hames, 2008;Lewis, 1993;Nowicki, 2007) or questionnaires (Ralli et al, 2011), but few have relied on recognition tasks such as forced-choice explanations (Smith & Williams, 2004).…”

Section: Children's Beliefs About the Causes Of Learning Difficultiesmentioning

confidence: 99%

Children’s Structured Conceptualizations of Their Beliefs on the Causes of Learning Difficulties

Nowicki

Brown

Stępień

2013

Journal of Mixed Methods Research

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Elementary school children between 9 and 12 years of age were interviewed on what they believed to be the causes of learning difficulties and were invited to take part in the analysis of the data. We achieved this with Trochim's concept mapping approach that combines qualitative and quantitative data analyses. Study results indicated that children were more knowledgeable than expected. Although each participant gave relatively few ideas, they collectively generated a list of 42 unique statements, which they categorized into a meaningful structured conceptualization. Results showed that children were competent and reliable participants in the concept mapping process. Educational, research, and methodological implications are discussed.

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Typically developing children’s understanding of and attitudes towards diversity and peers with learning difficulties in the Greek setting

Cited by 12 publications

References 29 publications

An examination of public opinion in Austria towards inclusion. Development of the ‘Attitudes Towards Inclusion Scale’ – ATIS

An examination of public opinion in Austria towards inclusion. Development of the ‘Attitudes Towards Inclusion Scale’ – ATIS

“A Kid Way”: Strategies for Including Classmates With Learning or Intellectual Disabilities

Children’s Structured Conceptualizations of Their Beliefs on the Causes of Learning Difficulties

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