A Qualitative Investigation of Fifth- and Sixth-Grade Students' Attitudes towards Intellectual Disability

Autor/inn/en	Beaulieu-Bergeron, Rebecca; Morin, Diane
Titel	A Qualitative Investigation of Fifth- and Sixth-Grade Students' Attitudes towards Intellectual Disability
Quelle	In: International Journal of Disability, Development and Education, 63 (2016) 5, S.514-528 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2016.1144874
Schlagwörter	Intellectual Disability; Grade 5; Grade 6; Student Attitudes; Affective Behavior; Elementary School Students; Focus Groups; Misconceptions; Emotional Response; Peer Acceptance; Foreign Countries; Familiarity; Semi Structured Interviews; Qualitative Research; Cognitive Processes; Child Behavior; Canada + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Missverständnis; Emotionales Verhalten; Ausland; Qualitative Forschung; Cognitive process; Kognitiver Prozess; Kanada
Abstract	Research suggests that attitudes of typically developing children towards intellectual disability (ID) play an important role in the social integration and acceptance of children with IDs. To date, however, few studies have investigated children's attitudes towards ID. The primary objective of this study was to examine the cognitive, affective, and behavioural components of children's attitudes towards ID. Thirty-nine (14 boys, 25 girls) fifth- and sixth-grade elementary school students participated in the study. Seven focus groups were created in five different schools. Results suggested that inaccurate beliefs and negative emotions regarding ID may contribute to social and school integration problems experienced by children with IDs. The findings of the present study could be useful for the development of education and awareness programs that promote the development of more positive attitudes towards ID. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01