Attitudes towards Inclusion of Refugee Girls with and without Disabilities in Austrian Primary Schools

Autor/inn/en	Bešic, Edvina; Paleczek, Lisa; Rossmann, Peter; Krammer, Mathias; Gasteiger-Klicpera, Barbara
Titel	Attitudes towards Inclusion of Refugee Girls with and without Disabilities in Austrian Primary Schools
Quelle	In: International Journal of Inclusive Education, 24 (2020) 5, S.463-478 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1467976
Schlagwörter	Refugees; Inclusion; Females; Students with Disabilities; Elementary School Students; Mainstreaming; Attitudes toward Disabilities; Symptoms (Individual Disorders); Physical Disabilities; Behavior Disorders; Foreign Countries; Social Attitudes; Immigrants; Individual Characteristics; Austria + Suchen Sie Ihr Suchwort? Flüchtling; Inklusion; Weibliches Geschlecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Psychiatrische Symptomatik; Physical handicap; Körperbehinderung; Ausland; Social attidude; Soziale Einstellung; Immigrant; Immigrantin; Immigranten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Österreich
Abstract	This study addressed the concept of 'intersectionality' relating to refugee status and disability. It examined whether differences in attitudes depending on disability type (physical disability vs. behavioural disorders) are present and how the refugee status and disability in girls interact to influence attitudes. The attitudes of 1377 participants towards the inclusion of Austrian girls with disabilities as well as of refugee girls with and without disabilities into a mainstream primary school were assessed. The respondents read a short description of a particular girl before answering a short questionnaire. In general, the respondents showed more positive attitudes towards the inclusion of Austrian girls into a mainstream primary school than towards the inclusion of refugee girls. Furthermore, attitudes were more positive towards the inclusion of girls with a physical disability than towards the inclusion of girls with behavioural disorders, regardless of the refugee status. Due to the entanglements of the disability type and refugee status demonstrated in this research, it seems clear that no pure 'disability effect' or 'refugee effect' is evidenced when examining attitudes about inclusive education. Rather, both aspects should be considered simultaneously. Furthermore, respondents' gender, educational level and cultural capital also influenced the attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01