Associations between Japanese Children's Information Sources and Attitudes toward Peers with Physical Disabilities or Sensory Impairments

Autor/inn/en	Kibi, Satoshi; Soejima, Takafumi; Emoto, Shun; Kamibeppu, Kiyoko
Titel	Associations between Japanese Children's Information Sources and Attitudes toward Peers with Physical Disabilities or Sensory Impairments
Quelle	In: Contemporary School Psychology, 27 (2023) 1, S.81-91 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kamibeppu, Kiyoko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-021-00402-4
Schlagwörter	Foreign Countries; Elementary School Students; Grade 4; Grade 5; Grade 6; Mainstreaming; Attitudes toward Disabilities; Students with Disabilities; Information Sources; Student Attitudes; Physical Disabilities; Perceptual Impairments; Validity; Reliability; Attitude Change; Measures (Individuals); Japan + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Information source; Informationsquelle; Schülerverhalten; Physical handicap; Körperbehinderung; Perceptual handicaps; Wahrnehmungsstörung; Gültigkeit; Reliabilität; Attitudinal change; Einstellungsänderung; Messdaten
Abstract	Children's attitudes are shaped by the information to which they are exposed. To foster improved peer relationships in inclusive settings, there is a need for typically developing children to exhibit positive attitudes toward peers with disabilities. The aim of this study was to examine the relationship between children's attitudes toward their peers with disabilities and the available information about disabilities. Furthermore, through this study, we sought to report the process of developing a Japanese version of the Chedoke-McMaster Attitudes Towards Children with Handicaps Scale (CATCH-J). The participants were 215 children in fourth through sixth grades who attended an elementary school that does not provide special education services. A questionnaire containing the CATCH-J and other pertinent information was administered to the participants. Three sources of information about disabilities were investigated: conversations; school lessons; and media including books, television, or the internet. After removing some items, the CATCH-J demonstrated good validity and reliability. Participants who obtained information about disabilities through conversations showed more positive attitudes than those who did not. Meanwhile, there were no significant differences between those who obtained information from school lessons or media and those who did not. The findings imply that typically developing children's participation in academic lessons or exposure to television programs or internet content is not sufficient to foster positive attitudes toward peers with disabilities. Talking about disabilities with family could be the first step in this direction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01