Maras, P. and Brown, Rupert (2000) Effects of different forms of school contact on children's attitudes toward disabled and nondisabled peers. British Journal of Educational Psychology, 70 . pp. 337-351. ISSN 0007-0998. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)
Background. There have been fluctuations in research interest into the inclusion of children with disabilities in mainstream schools over the last twenty years. It is still not clear what methods, practices and types of contact are most likely to promote positive attitudes in children toward disabled peers and disability generally. Aims. To consider two theoretical models of inter-group contact, both claiming to identify precursors for generalised attitude change, in relation to the attitudes of non-disabled children toward disabled peers as a function of different classroom contact. Sample. Participants were 256 non-disabled school children aged 5-11 years (128 girls and 128 boys). Methods. Measures of sociometric preference and the evaluation of psychological and physical attributes were used to ascertain children's perceptions of known and unknown peers with disabilities. Results. A relationship was found between the type of contact the children had with disabled peers, and their perceptions of psychological and physical attributes (stereotypes) of groups of unknown disabled and non-disabled peers. Conclusions. Results show generalisation of stereotypic attitude/judgments from one type of disability to another as a consequence of the two types of contact situation. Findings have important implications for integrating disabled children into mainstream.
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Divisions:||Faculties > Social Sciences > School of Psychology|
|Depositing User:||O.O. Odanye|
|Date Deposited:||21 Mar 2009 03:18|
|Last Modified:||13 May 2014 09:55|
|Resource URI:||https://kar.kent.ac.uk/id/eprint/16355 (The current URI for this page, for reference purposes)|