Swipe om te navigeren naar een ander artikel
In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasi-experimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n experimental = 22, n control = 31) and elementary school students without disabilities (n experimental = 91, n control = 127) (age range 4–12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students’ attitudes.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Allport, G. W. (1954). The nature of prejudice. Cambridge: Addison-Wesley.
Azjen, I. (2005). Attitudes, personality and behavior. New York: Open University Press.
Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19(3), 179–194. CrossRef
Briñol, P., & Petty, R. E. (2005). Individual differences in attitude change. In D. Albarracín, B. T. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 575–613). New York: Psychology Press.
Carter, E. W., Sisco, L. G., Chung, Y. C., & Stanton, T. L. (2010). Peer interactions of students with intellectual disabilities and/or autism: A map of the intervention literature. Research and Practice for Persons with Severe Disabilities, 35(3–4), 63–79. CrossRef
Cole, D. A., & Meyer, L. H. (1991). Social integration and severe disabilities: A longitudinal analysis of child outcomes. Journal of Special Education, 25(3), 340–351. CrossRef
Copeland, S. R., McCall, J., Williams, C. R., Guth, C., Carter, E. W., Fowler, S. E., et al. (2002). High school peer buddies: A win-win situation. Teaching Exceptional Children, 35, 16–21.
De Boer, A. A., Pijl, S. J., Minnaert, A. E. M. G. (2012a). Students’ attitudes towards peers with disabilities: A review of the literature. International Journal of Disability, Development and Education.
De Boer, A. A., Pijl, S. J., Post, W. J., & Minnaert, A. E. M. G. (2011). Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education? Educational Studies. doi: 10.1080/03055698.2011.643109.
De Boer, A. A., Pijl, S. J., Post, W. J., Minnaert, A. E. M. G. (2012b). Peer acceptance and friendships of students with disabilities in regular education: The role of child, peer and classroom variables. Social Development. doi: 10.1111/j.1467-9507.2012.00670.x
De Boer, A. A., Timmerman, M. E., Pijl, S. J., & Minnaert, A. E. M. G. (2012c). The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education. European Journal of Psychology of Education. doi: 10.1007/s10212-011-0096-z.
Downing, J. E., & Packham-Hardin, K. D. (2007). Inclusive education: What makes it a good education for students with moderate to severe disabilities? Research & Practice for Persons with Severe Disabilities, 32(1), 16–30. CrossRef
Favazza, P. C., LaRoe, J., & Odom, S. L. (1999). Special Friends: A manual for creating accepting environments. Colorado: Roots & Wings.
Favazza, P. C., & Odom, S. L. (1996). Use of the acceptance scale to measure attitudes of kindergarten-age children. Journal of Early Intervention, 20(3), 232–248. CrossRef
Favazza, P. C., & Odom, S. L. (1997). Promoting positive attitudes of kindergarten-age children toward people with disabilities. Exceptional Children, 63(3), 405–418.
Fisher, M., & Meyer, L. H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research & Practice for Persons with Severe Disabilities, 27(3), 165–174. CrossRef
Godeau, E., Vignes, C., Sentenac, M., Ehlinger, V., Navarro, F., Grandjean, H., et al. (2010). Improving attitudes towards children with disabilities in a school context: A cluster randomized intervention study. Developmental Medicine and Child Neurology, 52(10), 236–242. doi: 10.1111/j.1469-8749.2010.03731.x. CrossRef
Goodman, J. F. (1989). Does retardation mean dumb? Children’s perceptions of the nature, cause, and course of mental retardation. Journal of Special Education, 23(3), 313–329. CrossRef
Holtz, K. D. (2007). Evaluation of a peer-focused intervention to increase knowledge and foster positive attitudes toward children with Tourette syndrome. Journal of Developmental and Physical disabilities, 19, 531–542. CrossRef
Hunt, C. S., & Hunt, B. (2004). Changing attitudes toward people with disabilities: Experimenting with an educational intervention. Journal of Managerial Issues, 16(2), 266–280.
Hunt, P., Soto, G., Maier, J., & Doering, K. (2003). Collaborative teaming to support students at risk and students with severe disabilities in general education classrooms. Exceptional Children, 69(3), 315–332.
Innes, F. K., & Diamond, K. E. (1999). Typically developing children’s interactions with peers with disabilities: Relationships between mothers’ comments and children’s ideas about disabilities. Topics in Early Childhood Special Education, 19(2), 103–111. CrossRef
Ison, N., McIntyre, S., Rothery, S., Smithers-Sheedy, H., Goldsmith, S., Parsonage, S., et al. (2010). ‘Just like you’: A disability awareness program for children that enhanced knowledge, attitudes and acceptance: Pilot study findings. Developmental Neurorehabilitation, 13(5), 360–368. doi: 10.3109/17518423.2010.496764. CrossRefPubMed
Kalyva, E., & Agaliotis, I. (2009). Can contact affect Greek children’s understanding of and attitudes towards peers with physical disabilities? European Journal of Special Needs Education, 24(2), 213–220. CrossRef
Koster, M., Pijl, S. J., Nakken, H., & Van Houten, E. (2010). Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability, Development and Education, 57(1), 59–75. CrossRef
Koster, M., Timmerman, M. E., Nakken, H., Pijl, S. J., & Van Houten, E. (2009). Evaluating social participation of pupils with special needs in regular primary schools: Examination of a teacher questionnaire. European Journal of Psychological Assessment, 25(4), 213–222. CrossRef
Laws, G., & Kelly, E. (2005). The attitudes and friendship intentions of children in United Kingdom mainstream schools towards peers with physical or intellectual disabilities. International Journal of Disability, Development & Education, 52(2), 79–99. CrossRef
Lee, T., & Rodda, M. (1994). Modification of attitudes toward people with disabilities. Canadian Journal of Rehabilitation, 7(4), 229–238.
Ministerie van Onderwijs, Cultuur en Wetenschap (MinOCW). (2010). Factsheet passend onderwijs (Factsheet appropriate education). The Hague, The Netherlands.
Mokken, R. J. (1971). A theory and procedure of scale analysis. The Hague: Mouton/Berlin: De Gruyter. CrossRef
Nikolaraizi, M., Kumar, P., Favazza, P., Sideridis, G., Koulousiou, D., & Riall, A. (2005). A cross-cultural examination of typically developing children’s attitudes toward individuals with special needs. International Journal of Disability, Development & Education, 52(2), 101–119. doi: 10.1080/10349120500086348. CrossRef
Rasbash, J., Steele, F., Browne, W., & Prosser, B. (2005). A user’s guide to MLwiN. Bristol: Centre for Multilevel Modelling.
Rillotta, F., & Nettelbeck, T. (2007). Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability. Journal of Intellectual & Developmental Disability, 32(1), 19–27. CrossRef
Schepis, M. M., Reid, D. H., Ownbey, J., & Clary, J. (2003). Training support staff to support cooperative participation among young children with severe disabilities and their classmates. Research and Practice for Persons with Severe Disabilities, 28(1), 37–42. CrossRef
Siperstein, G. N., Parker, R. C., Bardon, J. N., & Widaman, K. F. (2007). A national study of youth attitudes toward the inclusion of students with intellectual disabilities. Exceptional Children, 73(4), 435–455.
Smoot, S. L. (2004). An outcome measure for social goals of inclusion. Rural Special Education Quarterly, 23(3), 15–22.
Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis, an introduction to basic and advanced multilevel modelling. London: SAGE Publications Ltd.
Triandis, H. C. (1971). Attitudes and attitude change. New York: Wiley.
UNESCO. (1994). The Salamanca statement and the framework for action on special needs education. Paris: UNESCO.
United Nations. (2006). Convention on the rights of persons with disabilities and optional protocol. New York: United Nations.
Vlaskamp, C., Poppes, P., & Zijlstra, R. (2005). Een programma van jezelf: een opvoedingsprogramma voor kinderen met zeer ernstige verstandelijke en meervoudige beperkingen. Assen, The Netherlands: Koninklijke Van Gorcum.
Yude, C., Goodman, R., & McConachie, H. (1998). Peer problems of children with hemiplegia in mainstream primary schools. Journal of Child Psychology and Psychiatry and Allied Disciplines, 39(4), 533–541. CrossRef
Zajonc, R. B. (2001). Mere exposure: A gateway to the subliminal. Current Directions in Psychological Science, 10, 225–228. CrossRef
- Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities
Anke de Boer
Sip Jan Pijl
- Springer US