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Students’ behavioural intentions towards peers with disability
- Authors:
- BROWN Hilary K., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(4), July 2011, pp.322-332.
- Publisher:
- Wiley
Inclusive education is an important element of the current focus on social inclusion for individuals with disabilities. A barrier to the social inclusion of students with disabilities is the attitude of their non-disabled peers towards them. The aim of this study was to compare the behavioural intentions of high school students towards individuals with intellectual disabilities and individuals with physical disabilities, and to explore reasons for these behavioural intentions. A sample of 319 Grade 9 and Grade 12 students in Ontario, Canada completed a questionnaire regarding their behavioural intentions towards peers with intellectual or physical disabilities. They also responded to open-ended questions concerning their feelings about participating in a class task or social activity with these individuals. The findings showed that behavioural intentions towards students with intellectual disabilities were significantly more negative than were those towards students with physical disabilities. This difference was also reflected in responses to the open-ended questions. Common reasons for discomfort were perceived dissimilarities in interests or abilities. The findings demonstrate a need to provide interventions to support students with and without disabilities to find commonalities and to encourage reciprocity in their interactions.
The school lives of children and young people with a spinal cord injury
- Authors:
- KNIGHT Abigail, et al
- Publisher:
- University of London. Institute of Education. Thomas Coram Research Unit
- Publication year:
- 2008
- Pagination:
- 87p.
- Place of publication:
- London
This research study was carried out by the Thomas Coram Research Unit, Institute of Education, University of London, between January and July 2008. The study was funded by The Back-Up Trust, an organisation working with spinally injured adults and children, as part of their Schools Project. The main purpose of the study was to explore the experiences of children and young people with a SCI in mainstream school. This was to inform The Back-Up Trust’s Schools Project, which has the aim of improving the quality of school provision for children with a spinal cord injury. The study asked young people, parents and carers about their positive and negative experiences. It also aimed to investigate schools’ experiences of working with young people with a SCI and the challenges and factors that help them work effectively with children with a SCI.
Social behaviour and illness information interact to influence the peer acceptance of children with chronic illness
- Authors:
- ALDERFER Melissa A., WIEBE Deborah J., HARTMANN Donald P.
- Journal article citation:
- British Journal of Health Psychology, 6(3), September 2001, pp.243-255.
- Publisher:
- Wiley
This study investigates social behaviour as a contributor to the peer acceptance of children with chronic illness. Results found that although children described as ill received lower acceptance ratings than healthy children, prosocial/ill children were more accepted than aggressive/ill children. Social behaviour interacted with physical status to affect acceptance. Concludes that social behaviour influences the peer acceptance of hypothetical children with chronic illness. Prosocial behaviour enhances acceptances of children described with illness, while aggressive behaviour hampers it. Additionally, prosocial behaviour is more, while aggressive behaviour is less damaging for children described as ill versus healthy. The potential processes by which peers judge acceptance of children with illness are discussed.