Elementary School Students' Attitudes towards Peers with Disabilities: The Role of Personal and Contextual Factors

Autor/inn/en	Di Maggio, Ilaria; Ginevra, Maria Cristina; Santilli, Sara; Nota, Laura
Titel	Elementary School Students' Attitudes towards Peers with Disabilities: The Role of Personal and Contextual Factors
Quelle	In: Journal of Intellectual & Developmental Disability, 47 (2022) 1, S.3-11 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2021.1920091
Schlagwörter	Elementary School Students; Student Attitudes; Students with Disabilities; Peer Relationship; Attitudes toward Disabilities; Context Effect; Student Characteristics; Familiarity; Gender Differences; Age Differences; Symptoms (Individual Disorders); Foreign Countries; Grade 2; Grade 3; Grade 4; Grade 5; Grade 1; Inclusion; Italy + Suchen Sie Ihr Suchwort? Schülerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Peer-Beziehungen; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Psychiatrische Symptomatik; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 01; 1. Schuljahr; Schuljahr 01; Inklusion; Italien
Abstract	Background: Attitudes of classmates has been considered as one of the major problems in inclusive education, negatively influencing the participation of students with disability in school contexts. The goal of this study was to examine Italian typically developing children's attitudes towards their peers with disabilities. Method: In a sample of 560 elementary school students aged 6-11 years old we tested - through multiple regression analysis - the impact of personal and contextual factors, such as sex and age of participants, type of disability of peers with disabilities, experience with peers with disabilities and, in particular, the type of presentation of students with disabilities on attitudes of elementary school students without disability. Results: Results showed that girls and younger students generally hold more positive attitudes towards peers with disabilities. Less accepting attitudes towards peers with behaviour problems than those with intellectual or sensory disabilities were also found. Experience with peers with disabilities in class was not related to attitudes towards disabilities; instead, providing a positive presentation of peers with disabilities associated with their strengths positively impacted attitudes towards disabilities, regardless of sex and age of participants and type of disability of peers. Conclusions: The results of our study suggested the impact of the type of information provided to students about disabilities on their attitudes. Particular emphasis should be given to the way in which children with disabilities are presented to typically developing classmates, and information provided should stimulate a positive image of peers with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01