The development and evaluation of a program to sensitize Greek Grammar School Students to issues relating to disability (original) (raw)

Kofidou, Ch., & Mantzikos, C.(2017). Teachers’ and students’ attitudes and perceptions towards people with disabilities: A review of the literature. Ekpaideytiki Epikairotita, 2(3), 3-23

Ekpaideytiki Epikairotita, 2017

Nowadays, with the prevalence of disability models, teachers' attitudes and perceptions on disability and disabled people are sometimes positive and at other times negative. The same can be alleged as for children's attitudes and perceptions concerning disability and disabled persons. Children's attitudes and perceptions are primarily influenced by immediate family, then by school environment and inner circle and are lastly formed by the acquired experiences of children. The literature review showed that some teachers hold a positive attitude towards disability and the inclusion of disabled people, whereas others do not. Furthermore, research indicates that the more obvious the disabilities, the more positive are the attitudes of children. Teachers must develop more positive attitudes towards people with disabilities and promote their inclusion. To this purpose, they must have sufficient knowledge of the whole spectrum of disabilities. The same stands for children who need to develop more positive attitudes towards handicapped people, aiming not only at their acceptance, but also at contributing in their educational and social inclusion.

General and special educators\u27 attitudes toward students with severe disabilities included in the regular education classroom

2009

Federal legislation mandates the inclusion of students with disabilities into the regular classroom. This integration is often met with resistance from the educators. The purpose of this study was to determine teachers\u27 attitudes toward the inclusion of students with severe disabilities in the general education classroom. The research problem addressed the attitudes of educators who are implementing inclusion practices for students with severe disabilities. These attitudes are an integral part of successful inclusion practices. The theoretical basis for inclusion can be found in Wolfensberger\u27s normalization principle and his examination of social role valorization which support placing a person with a disability into normal social roles which can develop self-confidence and a sense of belonging. This quantitative research survey questioned if teacher attitudes toward students with disabilities varied by severity of student disability, type of teacher, and length of teaching e...

Effect of Short-Term Disability Awareness Program on Knowledge and Attitudes of Typically Developing Students Towards Students with Disabilities

Journal of Clinical Otorhinolaryngology, Head, and Neck Surgery, 2023

The present study aimed to determine how an education program on disability awareness changed students' knowledge and attitudes toward students with disabilities. Materials and Methods: It was an interventional study with pre and post control group design. A total of 30 students (9 th to 12 th grades) were randomly allocated into 5 groups consisting of 6 students in each group. The educational intervention program was implemented for 3 weeks and 2 days per week. The students were taught about all types of disabilities, with a particular emphasis on physical disabilities, blindness, and intellectual disability. A questionnaire with open-ended questions was used to collect pre and post-data. The responses of participants were decoded. A Z-test was applied for qualitative analysis with a P-value< 0.05 as significant. Results: The pre-test and post-test comparison showed a significant improvement in overall disability knowledge. The findings were especially noteworthy when it came to attitudes toward teaching disabled students in a regular classroom. Conclusion: Disability education awareness programs promote knowledge about different disabilities as well as foster acceptance and understanding towards disabled people. Clinical Significance: Negative attitudes toward disabled people lead to negative health outcomes, and a disability awareness program in schools can reduce negative health consequences for disabled students by promoting a positive, inclusive, and welcoming environment.

Attitudes of Elementary-Level and Secondary-Level Teachers toward Students with Disabilities//İlköğretim ve Ortaöğretimde Görev Yapan Öğretmenlerin Engelli Öğrencilere Karşı Tutumları

e-International Journal of Educational Research, 2014

Many studies focused on teachers’ attitudes toward the concept of inclusion, there are not many studies specifically focused on teachers’ attitudes towards students with disabilities. The purpose of this study was to investigate attitudes of general education teachers toward their students with disabilities and how well teachers’ attitudes can be predicted by their personal attributes and professional characteristics. Total of 84 teachers were surveyed from both elementary-level and secondary-level schools in the southeastern United States. In terms of the results of the study, teachers’ attitudes toward students with disabilities were mostly positive. Multiple linear regression method did not yield statistically significant results which means that gender, age, years of experience, grade level taught, extent of contact with individuals with disabilities, whether or not teachers have received any training about teaching students with disabilities, and teachers’ perceptions toward th...