Typically Developing Children's Understanding of and Attitudes towards Diversity and Peers with Learning Difficulties in the Greek Setting

Autor/inn/en	Ralli, A. M.; Margeti, M.; Doudoni, E.; Pantelemidou, V.; Rozou, T.; Evaggelopoulou, E.
Titel	Typically Developing Children's Understanding of and Attitudes towards Diversity and Peers with Learning Difficulties in the Greek Setting
Quelle	In: European Journal of Special Needs Education, 26 (2011) 2, S.233-249 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Learning Problems; Disabilities; Personality Traits; Student Characteristics; Foreign Countries; Special Education; Attitudes toward Disabilities; Peer Relationship; Regular and Special Education Relationship; Mainstreaming; Inclusion; Questionnaires; Student Attitudes; Urban Schools; Greece + Suchen Sie Ihr Suchwort? Lernproblem; Handicap; Behinderung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Peer-Beziehungen; Inklusion; Fragebogen; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Griechenland
Abstract	During the last few years, across Europe, special education has been orientated towards an inclusive model. Accordingly, in Greece, special education functions as an integral part of general education. However, few studies have investigated how children in the mainstream school understand diversity issues and specifically learning difficulties. The present study investigated typically developing children's understanding of and attitudes towards diversity, and peers with learning difficulties. For this purpose, children aged 9-12 years, completed a questionnaire with mainly open-ended questions and some close-type questions. Regarding children's understanding of diversity, the majority of responses focused more on individual/personality differences, on biological differences and less on disabilities or difficulties. Research into children's understanding about the causes of learning difficulties demonstrated misunderstanding, while a large number of children had a total lack of knowledge. On the other hand, they seem to understand that learning difficulties may affect all the aspects of life. Children's attitudes towards school inclusion were positive on a more superficial level. Results are discussed in terms of educational implications and school practice for the development and implementation of appropriate intervention programs. (Contains 5 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10