Attitudes of School Children Towards a Peer with an Intellectual Disability: A Comparison of Integrated and Segregated Cohorts
Keywords:
Intellectual Disabilities, Mainstream Classrooms, Pupil Voices, InclusionAbstract
This study examined the effects of the full inclusion of children with intellectual disabilities in mainstream classrooms on children’s attitudes towards peers with intellectual disabilities. The findings of the study suggest that contact may not be as important in improving children’s attitudes towards intellectual disability as previously thought. The study also highlights the changing face of schools and society in relation to contact with peers with an intellectual disability.
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