Attitudes of Czech Primary School Pupils towards People with Intellectual Disabilities: The Role of Experience and Participant Demographics

Autor/in	Pivarc, Jakub
Titel	Attitudes of Czech Primary School Pupils towards People with Intellectual Disabilities: The Role of Experience and Participant Demographics
Quelle	In: Educational Studies, 48 (2022) 2, S.185-204 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pivarc, Jakub)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1746637
Schlagwörter	Foreign Countries; Elementary School Students; Student Attitudes; Attitudes toward Disabilities; Preadolescents; Early Adolescents; Student Characteristics; Interpersonal Relationship; Social Status; Social Integration; Fear; Gender Differences; Institutional Characteristics; Experience; Civil Rights; Czech Republic + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Pre-adolescence; Präadoleszenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozialer Status; Soziale Integration; Furcht; Geschlechterkonflikt; Erfahrung; Bürgerrechte; Grundrechte; Zivilrecht; Tschechische Republik
Abstract	This research study aimed to identify and analyse attitudes of Czech primary school pupils towards people with intellectual disabilities (ID). In total 2295 pupils aged 10 to 15 years participated in the study. The questionnaire based on the Likert scale design was utilised as the research tool. Its items were divided into four dimensions (interpersonal liking; social status and rights of people with ID; social integration; fear) using explorative factor analysis. The effect of pupils' socio-demographic characteristics (gender, school year attended and their declared experience with ID person) was modelled using multiple regression analysis. Pupils' attitudes towards ID were rather positive overall. Neutral/negative attitudes were found in the dimension called "social integration of people with ID", or rather their integration into regular primary schools to join peers without disabilities. The "personal experience with person with ID" proved to be the most significant predictor of all outcomes and it affected pupils' attitudes towards ID in the most positive way. Differences in pupils' attitudes were determined in relation to the effect of gender and the school year attended. In relation to the research findings, the study limitations and recommendations for further research are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01