Research in developmental disabilities · 2018
Mixed stereotype content and attitudes toward students with special educational needs and their inclusion in regular schools in Luxembourg.
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Krischler Mireille, Pit-Ten Cate Ineke M, Krolak-Schwerdt Sabine
Аннотация
BACKGROUND: Students with special educational needs (SEN) remain one of the most socially excluded and vulnerable groups. To this extent, negative attitudes and stereotypes may impede their inclusion. Theoretical frameworks have suggested that stereotypes and attitudes elicit differential expectations and judgments, which in turn affect (social) behaviors.
AIMS: In this study, we aimed to investigate the stereotypes and implicit attitudes held by a sample of Luxemburgish adults toward students with learning difficulties and challenging behavior. We also explored the adults' explicit attitudes towards inclusion.
METHOD AND PROCEDURES: Participants (N = 103) completed an evaluative priming task and rated students on the stereotype dimensions of warmth and competence. In addition, they completed the German version of The Opinions Relative to Integration of Students with Disabilities questionnaire and provided demographic information.
OUTCOMES AND RESULTS: Results showed differential stereotype content with respect to students with learning difficulties and challenging behavior. Results further indicated that participants' implicit attitudes toward both challenging behavior and learning difficulties were negative. By contrast, participants expressed positive attitudes towards inclusion.
CONCLUSIONS AND IMPLICATIONS: The results of the current study contribute to the understanding of why some people accept, whereas others reject students with SEN. Understanding prevalent stereotypes and attitudes can inform the development of targeted interventions to promote and facilitate the social inclusion of students with SEN.
AIMS: In this study, we aimed to investigate the stereotypes and implicit attitudes held by a sample of Luxemburgish adults toward students with learning difficulties and challenging behavior. We also explored the adults' explicit attitudes towards inclusion.
METHOD AND PROCEDURES: Participants (N = 103) completed an evaluative priming task and rated students on the stereotype dimensions of warmth and competence. In addition, they completed the German version of The Opinions Relative to Integration of Students with Disabilities questionnaire and provided demographic information.
OUTCOMES AND RESULTS: Results showed differential stereotype content with respect to students with learning difficulties and challenging behavior. Results further indicated that participants' implicit attitudes toward both challenging behavior and learning difficulties were negative. By contrast, participants expressed positive attitudes towards inclusion.
CONCLUSIONS AND IMPLICATIONS: The results of the current study contribute to the understanding of why some people accept, whereas others reject students with SEN. Understanding prevalent stereotypes and attitudes can inform the development of targeted interventions to promote and facilitate the social inclusion of students with SEN.