Young children's understanding of disabilities: the influence of development, context, and cognition

Magiati, Iliana; Dockrell, Julie; Logotheti, Anastasia-Eleni

doi:10.1016/s0193-3973(02)00126-0

Cited by 104 publications

(119 citation statements)

References 26 publications

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“…Three instruments (Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, 30 Acceptance Scale for Kindergarteners, 14,31 and Pictographic Scale 32,33 ) were excluded because they were developed for use with preschool-age children. One instrument (Children's Attitudes Towards Integrated Physical Education 34 ) was excluded because it measured attitudes towards integration rather than attitudes towards children with disabilities; one (Test of Attitudes Towards Children with Disabilities [35][36][37][38][39] ) was not used because there was insufficient information available; and four instruments 13,15,17,40 were excluded because they were devised by their authors for one or two specific studies, and because insufficient evidence of sound instrument development or psychometric properties was reported.…”

Section: Search Resultsmentioning

confidence: 99%

Measuring children's attitudes towards peers with disabilities: a review of instruments

Vignes

Coley²,

Grandjean³

et al. 2008

Develop Med Child Neuro

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This study aimed to identify instruments for measuring children's attitudes towards their peers with disabilities that are suitable for use in epidemiological studies and to report on their psychometric properties. A literature review was conducted to identify instruments measuring at least one of the three components of children's attitudes (affective, behavioural, or cognitive measures) towards peers with disabilities and which are intended for self-completion by children. Criteria used to appraise these instruments were appropriateness, acceptability, validity, reliability, internal consistency, and test-retest reliability. Of the 19 instruments matching the inclusion criteria, 16 measured only one attitude component (affective, n=4; behavioural, n=5; cognitive, n=7); one measured cognitive and behavioural components; and two (Acceptance Scale and ChedokeMcMaster Attitudes Towards Children with Handicaps Scale [CATCH]) measured all three components. The majority of instruments, and those most widely used, were developed in the 1970s and 80s and so do not cover some aspects relevant to current culture, although they are still being used in research. Acceptable levels of validity and reliability were reported. Detailed descriptions of the initial validation process were available for the Acceptance Scale, Adjective Checklist, CATCH, and Peer Attitudes Towards the Handicapped Scale. The Acceptance Scale and CATCH seem to be the most complete instruments among those identified as they include all three attitude components and have appropriate psychometric properties.In the past three decades, policies on inclusive education have resulted in increased integration of children with disabilities into mainstream schools. Inclusive education encourages the acceptance of children with disabilities by their non-disabled peers and can bring about social benefits for all pupils. Negative peer attitudes are commonly considered to be a major barrier to full social inclusion of students with disabilities in schools. 1 Therefore, it is important to promote positive attitudes towards these children and to be able to measure the effects of interventions designed to encourage attitude change.Conceptually, attitudes are thought to be multidimensional, 2 and composed of affective, behavioural, and cognitive components. The affective component addresses feelings and emotional reactions, the behavioural component relates to actual or intended behaviour, and the cognitive component reflects beliefs and knowledge. 3-5 Different approaches have been used to measure attitudes towards people with disabilities, including: (1) direct methods, such as opinion surveys, sociometric techniques, adjective checklists, semantic differential scales, summed rating scales, or social distance scales; 2,4 and (2) indirect methods, such as behavioural observations in which respondents are either unaware that they are being observed, or are unaware of the reason they are being observed. 2 The aim of this article is to present a review of self-completion ...

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Section: Search Resultsmentioning

confidence: 99%

Measuring children's attitudes towards peers with disabilities: a review of instruments

Vignes

Coley²,

Grandjean³

et al. 2008

Develop Med Child Neuro

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“…Essa é a concepção em relação ao indivíduo com deficiência intelectual ainda vigente em nossa sociedade, reforçada pela mídia, que relaciona a deficiência ao apelo emocional e financeiro, como já foi discutido. Alguns estudos encontraram relatos de crianças que caracterizaram as pessoas com deficiência a partir de atributos negativos (Martins, 1999), apresentando uma visão do aluno com deficiência como dependente, improdutivo, necessitado de ajuda para todas atividades básicas (Marques et al, 1997) e sem perspectivas para o futuro (Magiati, Dockrell & Logotheti, 2002).…”

Section: Resultsunclassified

Sentimentos Infantis em Relação à Deficiência Intelectual: Efeitos de uma Intervenção

Vieira

2015

Psicol. cienc. prof.

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A presente pesquisa descreveu sentimentos de crianças sem deficiência acerca da deficiência intelectual e analisou os efeitos de um programa informativo sobre eles. Participaram do estudo quarenta crianças de duas salas do segundo ano de uma escola estadual de uma cidade do interior paulista. Uma das salas participou como grupo controle. Todas as crianças passaram por pré e pós-testes, na forma de entrevistas individuais sobre o tema. O grupo experimental participou do programa informativo, composto por treze encontros semanais, de uma hora e meia de duração cada, nos quais foram discutidas as limitações e as possibilidades das pessoas com deficiência intelectual, o atendimento especializado, sua escolarização e aspectos familiares e sociais, utilizando estratégias lúdicas e educacionais variadas. Os dados coletados nas entrevistas foram categorizados e analisados em seu conteúdo. O programa possibilitou um melhor entendimento da deficiência intelectual, diminuiu as confusões com outras deficiências e com doenças a ampliou a percepção das habilidades dos sujeitos com deficiência intelectual. Os sentimentos relacionados à comiseração relatados no pré-teste, porém, não diminuíram com o programa, indicando que as informações não foram suficientes para atuar nessa esfera afetiva. Trabalhos futuros devem considerar tais aspectos e buscar estratégias que atinjam aspectos cognitivos, sociais, afetivos e comportamentais.

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“…Τν γεγνλόο βέβαηα απηό κπνξεί λα ζπλδέεηαη θαη κε ην βαζκό θαηαλόεζεο ηεο αλαπεξίαο. Σηελ έξεπλα, ηέινο, ησλ Magiati, Dockrell, & Logotheti (2002) αλαδείρζεθε όηη γηα ηα παηδηά είλαη πην εύθνιν λα θαηαλνήζνπλ ηηο αηζζεηεξηαθέο θαη ζσκαηηθέο αλαπεξίεο. Φαξαθηεξηζηηθά, θάλεθε όηη ππήξρε πεξηνξηζκέλε γλώζε γηα ηε δπζιεμία, ηελ ππεξθηλεηηθόηεηα ελώ θαλέλα παηδί δελ γλώξηδε γηα ηνλ απηηζκό.…”

Section: ο «ηύπορ» ηηρ αναπηπίαρunclassified

“…Δπηπξόζζεηα, ζε άιιε έξεπλα (Magiati et al, 2002) ζρεηηθά κε ηελ ειηθία, δηαπηζηώζεθε όηη ηα κεγαιύηεξα παηδηά αλαθέξνληαλ ζην θνηλσληθό θαη ζπλαηζζεκαηηθό αληίθηππν ηνύ λα έρεη θαλείο ζσκαηηθή αλαπεξία, ελώ έθαλαλ πην ζαθείο αλαθνξέο ζε γλσζηηθά ειιείκκαηα πνπ ζπλδένληαη κε ηηο λνεηηθέο αλαπεξίεο. Σπλνιηθά, βέβαηα, πξέπεη λα ζεκεησζεί όηη πνιιά παηδηά αλέπηπμαλ απόςεηο πνπ ζρεηίδνληαλ κε ην ζηεξεόηππν ηεο «αλεκπνξηάο» γηα ηα άηνκα κε εηδηθέο αλάγθεο (Magiati et al, 2002).…”

Section: η ηλικίαunclassified

Οι Στάσεις Των Μαθητών Δημοτικού Έναντι Των Συνομηλίκων Τους Με Αναπηρία

Σταυρακάκη¹,

Antoniou²

2016

edusc

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as_antoniou@primedu.uoa.gr ΠεπίλητηΈλα από ηα πιένλ ζεκαληηθά δεηήκαηα πνπ απαζρνιεί ζήκεξα ηελ εθπαηδεπηηθή δηαδηθαζία είλαη ε έληαμε ησλ παηδηώλ κε αλαπεξία ζηε ζρνιηθή θνηλόηεηα. Σηα κάηηα ησλ παηδηώλ ηεο ηππηθήο αλάπηπμεο αθόκε θαη ην ζηνηρεησδώο δηαθνξεηηθό, πξνβάιιεηαη σο λέα ελλνηνινγηθή νληόηεηα. Από ηε ζθνπηά απηή, είλαη αλακελόκελν ίζσο λα εγείξνληαη ηδηαίηεξα παζεηηθέο-«ακπλνγελείο» ζηάζεηο απέλαληη ζηελ άγλσζηε πξννπηηθή πνπ ζέηεη ε ακήραλε εηθόλα ηεο αλαπεξίαο. Πξνο ηελ θαηεύζπλζε απηή, ε «νπηηθή» ησλ καζεηώλ ηππηθήο αλάπηπμεο εκθαλίδεηαη ηδηαίηεξα θαζνξηζηηθή γηα ηελ επηηπρία ηεο ζπλεθπαίδεπζεο θαη πνιύ πεξηζζόηεξν γηα ηελ νηθνδόκεζε κηαο θνπιηνύξαο αιιειναπνδνρήο. Η δηεξεύλεζε θαη θπξίσο ε θαηαλόεζε ησλ ζηάζεσλ θαη ησλ αληηιήςεσλ ησλ καζεηώλ ηεο ζρνιηθήο ειηθίαο σο πξνο ηνπο ζπλνκειίθνπο ηνπο κε αλαπεξία απνβιέπεη ζην λα ππεξβεί ην πθηζηάκελν επηθνηλσληαθό θελό γεθπξώλνληαο ηελ όπνηα θνηλσληθή απόζηαζε. Υπό ην πξίζκα απηό, ε παξνύζα εηζήγεζε επηρεηξεί λα ζθηαγξαθήζεη ηηο ζρέζεηο κεηαμύ ησλ καζεηώλ κε θαη ρσξίο αλαπεξία εζηηάδνληαο ζηελ επίδξαζε δηακεζνιαβεηηθώλ παξαγόλησλ γηα ηε δόκεζε θαη πηνζέηεζε ζεηηθόηεξσλ ζηάζεσλ. Απώηεξν ζθνπό σζηόζν απνηειεί ε δηαηύπσζε θαη αλάδεημε πξνηάζεσλ θαη εθπαηδεπηηθώλ πξαθηηθώλ, νη νπνίεο ζηνρεύνληαο ζηελ εδξαίσζε ηεο απζόξκεηεο δηάζεζεο γηα ζπλαλαζηξνθή, ζα νδεγήζνπλ ελ ζπλερεία ζηελ αλάπηπμε κηαο πεξηζζόηεξν «θπζηνινγηθήο» ζρέζεο θαη αιιειεπίδξαζεο κεηαμύ ησλ παηδηώλ. Λέξειρ-Κλειδιά: καζεηέο ηππηθήο αλάπηπμεο, αλαπεξία, ζπλεθπαίδεπζε, ζηάζεηο, αληηιήςεηο Abstract http://epublishing.ekt.gr | e-Publisher: EKT |

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Young children's understanding of disabilities: the influence of development, context, and cognition

Cited by 104 publications

References 26 publications

Measuring children's attitudes towards peers with disabilities: a review of instruments

Measuring children's attitudes towards peers with disabilities: a review of instruments

Sentimentos Infantis em Relação à Deficiência Intelectual: Efeitos de uma Intervenção

Οι Στάσεις Των Μαθητών Δημοτικού Έναντι Των Συνομηλίκων Τους Με Αναπηρία

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