Dissertationen: „Disability (attitudes toward)“

1

Haskell, Rachael A. „Evaluating Social Work Students’ Attitudes Toward Physical Disability“. Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1655.

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Given the social work profession's commitment to serving individuals with disabilities and cultural competence, the promotion of favorable attitudes toward persons with disabilities within social work education is critical. This study examined the question: "what are the attitudes of undergraduate social work students at three universities toward individuals with physical disabilities as measured by responses on the Attitudes Toward Disabled Persons Scale Form B (ATDP-Form B; Yuker et al., 1960, 1966) and Interactions with Disabled Persons Scale (Gething, 1991)?" It explored the following hypotheses, that participants who: 1) have had prior positive contact with persons with physical disabilities; 2) have higher perceived levels of knowledge about issues affecting persons with physical disabilities; and 3) have had more social work classes will respond with more positive attitudes than other participants. Sociodemographic data about gender, ethnicity, country of origin, religion, and university affiliation was also collected to measure the possible impact of these characteristics on student attitudes. The primary aim is to learn more about the way undergraduate social work students generally view individuals with physical disabilities and feel about interactions with this population.

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2

Fields, Danelle. „Psychology Trainee Attitudes Toward People with Disabilities“. University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1367232111.

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3

Fort, Megan. „Inclusive Recreation: The Malleability of Attitudes Toward Disability Through Peer Interaction“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5687.

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This study explored the malleability of attitudes with the goal of improving social inclusion for a stigmatized group, specifically individuals with developmental disabilities. Contact Theory was used as an intentional structure for meaningful intergroup contact to assess, understand, and improve meanings applied to individuals with disabilities at an inclusive summer day camp. Adolescent volunteers were administered quantitative questionnaires utilizing the Contact with Disabled Persons Scale (CDP) and the Multi-Dimensional Attitude Scale (MAS). Collected data were used to determine the efficacy of involvement in an inclusive recreation program on adolescent participants' attitudes toward disability. After a covariate-adjusted regression analysis, contact with individuals with disabilities was found to significantly predict change in attitudes toward disability. Dyadic interviews were held after camp participation to provide additional sources of data with potential for deeper understanding of the camp experience for the volunteers. The data suggested participants perceived camp as a setting for the development of reciprocal relationships with peers who have developmental disabilities. These relationships further framed participants' understanding of the experience as fun, difficult, and resulting in perceived personal change. Implications for future research are discussed.

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4

Junell, Annette Marie. „Increasing positive attitudes toward people who have a major mental disability“. Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2715.

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This study used a posttest only control group design to measure the attitudes of people who experience a major mental disability towards others with a mental illness. Each group watched a video: the experimental group a video on mental illness and the control group a video on anger management. Each group discussed the video and their own experiences. The hypothesis was that knowledge on the part of the participants of the life circumstances of others with a mental disability would increase acceptance of people with a mental disability. The results were not significant at $p=.5$. Differences at a 1-month follow-up were also not significant at $p=.066$.

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5

Payne, Courtney. „The Impact of Language and Disability Type on Attitudes Toward Persons with Disabilities“. OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1521.

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This study explored the ways in which the type of language used can influence attitudes about people with disabilities. The extent to which positive, neutral, or negative language about different disabilities influences able-bodied people's attitudes about those with disabilities was tested. This study examined the impact of language on the ways that different types of disabilities are perceived by exposing participants to one of three different language types about the disabled through vignettes. Participants were then asked to rank their preferences for roommates based on the person having one of five different disabilities. Overall attitudes towards the disabled did not differ based on the type of language participants were exposed to, but the Behaviors sub-scale of the Multidimensional Attitudes Toward Disabled Persons Scale (MAS; Findler, Vilchinsky, & Werner, 2007) showed significantly different scores for the negative (M = 19.79) and positive (M = 23.00) language conditions. Preferences for roommates were ranked differently based on the type of disability described in the vignette. The types of disabilities were ranked in the following order, from most to least preferable: (a) health condition (diabetes), (b) learning disability (dyslexia) (c) mental illness (PTSD), (d) deafness, and (e) mobility impairment (cerebral palsy).

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6

Kegley, John. „Development of a Multidimensional Scale to Measure Attitudes Toward Workers With a Disability“. TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/532.

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Existing measures of attitudes toward individuals with a disability have been shown to suffer from several shortcomings in their application in organizational settings. Indirect measurement has been beyond the scope of most organizations due to the complex and expensive implementation of these methods. Direct measures have been shown to be susceptible to threats to internal validity, such as reactivity and socially desirable responding. Further, existing direct measures have focused on unidimensional aspects of attitudes toward individuals with disabilities. Research, however, has demonstrated that attitudes are multidimensional in nature. There is a need for a multidimensional scale to tap those underlying factors. This study involves the development of a multidimensional, paper and pencil measure of attitudes toward individuals with a disability.

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7

Desta, Dolisso Daniel. „Attitudes toward disability and the role of community based rehabilitation programs in Ethiopia /“. Joensuu : University of Joensuu, 2000. http://bibpurl.oclc.org/web/31388.

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8

Ugas, Abigail B. S. „The explicit attitudes of genetic counselors towards individuals with disabilities: A survey“. University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592132941323776.

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9

Hughes, Stephanie. „Exploring Attitudes toward People Who Stutter: A Mixed Model Approach“. Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1213188444.

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10

Doyle, Andrea. „The Viability of the Implicit Association Test Applied to Attitudes Toward Individuals with Disabilities and Measurement of Coworker Attitudes Toward Individuals with a Disability“. TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/654.

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Attitudes toward individuals with disabilities were examined using two different methods: (a) the Implicit Association Test assessing general implicit attitudes and (b) a vignette study assessing coworker attitudes. The Implicit Association Test was used in an attempt to replicate Tringo's Hierarchy of Preference using five exemplar disabilities: (a) Cancer, (b) Paraplegic, (c) Mental Illness, (d) Alcoholic, and (e) HIV Positive. The results did not support a replication of the Hierarchy of Preference. Three dimensions of disabilities were manipulated for the vignette study. These dimensions were the overtness of the disability, the level of risk associated with the disability, and response of the individual with the disability to their environment. The participants rated the individual in the vignette on perceived competence of the individual, potential tolerance of the individual, and potential befriending of the individual by coworkers. The response dimension and the risk dimension influenced ratings on the dependent variables while the overtness dimension did not. Furthermore, no relationship was found between scores on the five IAT tests and ratings on competence, tolerance, and befriending. Taken together, the results of the current study indicate that further studies are warranted to determine if the IAT is a valid measure of attitudes toward individuals with disabilities.

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11

Gardiner, Margot Caroline. „Using Disability Awareness Instruction to Promote Peer Acceptance and Positive Attitudes Toward Students with Disabilities“. BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6275.

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This qualitative study examines the experiences and attitudes of elementary school students regarding individuals with disabilities, following five weeks of disability awareness instruction. It also evaluates the social validity of disability awareness instruction as an intervention tool based on student perceptions, and compares the use of a didactic teaching approach with one that also incorporates the use of bibliotherapy techniques. The current study is part of a larger study using a pre-test, post-test experimental group design (Teerlink, 2012). Participants included 322 elementary school students. Each class of first through sixth grade students was randomly assigned to one of three conditions: a bibliotherapy treatment group (n = 125), a didactic teaching group (n = 124), and a no-intervention control group (n = 73). Data for this study were collected at post-test only, using a short-answer, open-ended questionnaire administered to all participants, as well as focus group interviews conducted with three to four students from each grade level. Results indicate that age and grade level seemed to have a progressively strong influence on whether students knew someone with a disability or recognized the presence of a disability among those with whom they were acquainted. In their attempts to define what it means to have a disability, as well as to identify specific disabilities, student responses seemed to lean towards observable impairments such as Down syndrome, physical disabilities, and speech/language impairments. The overwhelming majority of participants indicated that they would like to be friends with someone who had a disability and that the most important thing they learned from the disability awareness lessons was to be kind and helpful to those with disabilities. Although the majority of students expressed the desire to be friends with people who had disabilities and clearly recognized the importance of treating them with kindness and compassion, students were equally split on whether or not these ideals were actually being implemented by students in their school. In addition, when students were given the opportunity to describe their own observations and examples of how students with disabilities were treated at their school, they were more likely to describe incidents of conflict or unpleasant interactions rather than recalling incidents of kindness or positive interactions. Students specifically identified communication issues and coping with stressful or frustrating situations as the biggest challenges or fears associated with trying to be friends with someone who has a disability. Students from both the bibliotherapy group and the didactic teaching group seemed to share similar attitudes towards individuals with disabilities and respond with equally positive enthusiasm to the intervention. Implications for future research and practice are discussed.

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12

Lombardi, Allison 1977. „Measuring faculty attitudes and perceptions toward disability at a four-year university: A validity study“. Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10576.

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xi, 114 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The primary purpose of this study was to develop and field test the ExCEL survey instrument, intended to measure faculty attitudes toward and perceptions about students with disabilities at four-year colleges and universities. A secondary purpose was to examine how demographic characteristics of the sample and prior disability-focused training experiences influenced these attitudes and perceptions. A cross validation study was conducted using exploratory and confirmatory factor analysis. The exploratory factor analysis (EFA) resulted in an eight factor structure: Knowledge of Disability Law, Fairness, Invitation to Disclose, Willingness to Invest Time, Accessibility of Course Materials, Willingness to Adjust Course Assignments, Satisfaction with Campus Resources, and Willingness to Make Testing Accommodations. The confirmatory factor analysis (CFA) was intended to confirm the factor structure but resulted in an inadmissible solution, potentially due to model misspecification. These findings show initial reliability and validity of the ExCEL survey and suggest item development as a crucial next step in the development process. Follow-up analyses showed minimal differences between faculty according to gender but significant differences according to faculty rank (e.g., tenured, tenure-track, and non-tenure) and department. In addition, group differences emerged according to prior disability-focused training, where faculty who had previous disability-focused training had greater positive attitudes and perceptions toward students with disabilities than did faculty without such training. These results will inform the field about important constructs to consider in instrument development for measuring faculty attitudes and perceptions toward disability, including knowledge of legal mandates and accommodations and knowledge of and willingness to adjust instruction according to the tenets of Universal Design. As well, the findings will inform four-year college and university administrations when planning targeted interventions for faculty members in disability awareness training.
Committee in charge: K Brigid Flannery, Chairperson, Special Education and Clinical Sciences; Deborah Olson, Member, Special Education and Clinical Sciences; Joe Stevens, Member, Educational Methodology, Policy, and Leadership; Douglas Blandy, Outside Member, Arts and Administration

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Mamboleo, George Isaboke. „Predictors of Attitudes Toward Disability and Employment Policy Issues among Undergraduate Students at the University of Nairobi“. Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/193938.

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Disability rights issues are an emerging area of discourse in Kenya. Persons with disabilities in Kenya face many barriers to integration into the larger Kenyan society possibly due to barriers such as societal negative attitudes. Research has indicated that the greatest barrier to rehabilitation of persons with disabilities is negative attitudes prevalent in society. Owing to their composition and enrolment, current University of Nairobi students are or will be engaged in daily decision making as leaders in the Kenyan society, some of which may directly affect the lives of persons with disabilities. It is therefore imperative to study their attitudes toward disability, especially at a time when the Kenya Persons with Disabilities Act of 2003 is being implemented. The main purpose of this study was to examine the general attitudes toward disability and attitudes toward organizational policies among University of Nairobi undergraduate students. Participants were a convenience sample of students enrolled in Sociology, Social Work, Psychology, Political Science, and Public Administration majors. Quantitative data analyses were used to study attitudes. The Attitudes Towards persons with Disability (ATPD) Form<&ndash>O (Yuker, Block <&>Campbell, 1960) was used to study general attitudes. The Attitudes Towards Employing Persons with Disabilities (ATEPD) measure (Loo, 2002) was used to study attitudes toward organizational policies and procedures for employees with disabilities. Results suggest that Kenyan students possess less positive attitudes toward disability than the normed populations. Seven independent variables (i.e., age, marital status, educational focus, type of enrollment, socio-economic status, place where one grew up, and area of current residence) were positively related to the dependent variables (i.e., general attitudes toward disability as well as several items regarding attitudes toward organizational policies and procedures for employees with disabilities). Other six independent variables (i.e., gender, level of enrollment, employment affiliation, perceived knowledge of disability, previous contact with disability, and self-knowledge of disability law) were not related to the dependent variables. Multiple regression analysis results indicated that only age was a predictor of attitudes toward disability among the Kenyan students. Implications for education, policy and future research are provided. The study contributes to mixed findings regarding attitudes toward disability.

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14

Goetz, Marti Sue. „Influencing Attitudes Toward People with Developmental Disabilities Using Arts Based Research“. Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1325723872.

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15

Vaughn, Edwin Daly Thomas Adrian L. „The refinement of a multidimensional computer based implicit association test as a measurement of attitudes toward persons with disabilities“. Auburn, Ala, 2009. http://hdl.handle.net/10415/1755.

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16

Maras, Pamela Frances. „The integration of children with disabilities into the the mainstream : effects of school and age on mainstream children's attitudes toward disability“. Thesis, University of Kent, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334614.

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17

Jones, Carmen L. „Attitudes of K-12 School Administrators Toward Speech-Language Programs in Public Schools“. UNF Digital Commons, 2009. https://digitalcommons.unf.edu/etd/528.

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This study examined K-12 school administrators' attitudes toward speech language pathology services in public schools. Elementary, middle, and secondary school based administrators, employed in 63 school districts throughout Florida, were solicited to participate in the study in a letter of invitation generated by a web-based design program, Enterprise Feedback Management (EFM) Community. Administrators volunteering in the study were given an assurance of confidentiality and fair treatment concerning their participation. A survey instrument, the Scale of Educators 'Attitudes toward Speech Pathology (SEASP) consisting of 10 demographic items and 34 positive and negative statements about speech and language programs in schools was used to gather data. Participants were asked to provide their reactions along a favorable/unfavorable continuum to the survey. The results obtained from this study duplicated measurements used by previous researchers and examined the mean scores and standard deviations of item responses. Analyses of"between group" and "within group" differences examined attitudes among variables relative to professional levels, building size, and additional certification areas and were conducted using one-way and two-way ANOV As. Descriptive statistics were included to provide a profile of the participant population - means, frequencies and consensus of responses. Overall, among administrative participants, there existed minimal differences in attitudes toward speech-language pathology programs in public schools. This was true at elementary, middle and secondary levels, and included (as a secondary group) those "other personnel" who might, at times, supervise speech-language pathology professionals. Thus, school administrators generally agreed in their attitudes toward speech language pathology programs. The means of responses measuring attitudes in predetermined categories yielded results that demonstrated a consensus of agreement in the areas of(a) the impact services on student success, (b) program quality, and (c) the role of the speech-language pathologist, respectively. Results yielded no statistically significant differences in respondents' attitudes toward speech-language pathologists among school administrators employed at building sites having small and non-small populations, and among school administrators having, or not having, additional certification in exceptional student education. Because speech-language pathologists are evaluated by school administrators and other non-field personnel, suggestions are provided concerning the use of performance appraisals, ways to enhance the quality and delivery of school services, and enhancing university programs in communication sciences and disorders, to include components in supervision.

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Noh, Sunghwan. „Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance?“ PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1082.

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A large proportion of youth in foster care receive special education services, and poor educational outcomes are one of the most important difficulties facing these youth. One potential risk affecting the low educational achievements of youth in foster care and special education could be teachers' negative and stigmatizing comments toward them. Teachers' negative and stigmatizing comments could have negative effects on youths' behaviors, school attitudes and school performance. Yet, research on the nature and the impact of teachers' negative and stigmatizing comments remains limited. Based on labeling and attribution theories, this study investigated the nature and impact of teachers' negative and stigmatizing comments on the school performance of 123 youth in foster care and special education. Qualitative analysis of the youths' IEP documents was conducted, along with longitudinal quantitative analysis of the associations of negative and stigmatizing IEP comments and the youths' school attitudes, behavior, and performance. Qualitative findings revealed that almost three-fourths of the IEPs included one or more negative comments, and that a substantial proportion of teachers' negative comments specifically included stigmatizing features that could convey negative attitudes or perceptions about the youth to others, including subjective or judgmental comments, biased reports from other teachers, low expectations, and little attention to context or reason. Findings from structural equation modeling showed that teachers' negative comments indirectly predicted youths' school absences through a mediational effect of youths' problem behaviors, and the relationship between current and future youth absences was partially mediated through a complex mechanism incorporating both direct and indirect pathways involving youths' school attitudes and problem behaviors. The findings highlight the important predictive and potentially protective roles of teachers' negative comments and youths' school attitudes and problem behaviors on youths' absenteeism.

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Caglayan, Gumus Deniz. „The Attitudes Of Responsible Local Agencies Towards Disability“. Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609814/index.pdf.

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&ldquo
New paradigm of disability&rdquo
relates not only to persons but also to the environment they are living in. Therefore recent studies concentrate on the dynamic interplay of the persons and the environment, rather than rather than studying them as separate entities. This approach has revealed that disabled people become handicapped when they face with barriers restricting or impeding their activities in daily life. Physical, cultural and social barriers have been undertaken by many countries after substantial debate. In the United Kingdom and Japan for instance, disability and accessibility issues have been tackled with reference to disabled people&rsquo
s demands and long-tem struggles against discriminatory implementations in the past. In these countries, whilst disability issue has been discussed, accessibility legislation including numerous measurements for implementation has been enacted and a considerable progress for removing barriers and providing accessibility in the built environment has been experienced through many institutional instruments. In Turkey, although there are now a lot of legislative measurements for accessibility, little progress is observed in recent years. Barriers in the built environment are still restricting, and even hindering full participation of disabled v people to social life. The problem of inaccessibility is seen related to practice rather than legislation or theoretical frameworks in Turkey. Since they are a part of the bureaucratic system having responsibility on the planning and designing of built environment, local agencies with their administrative and technical staff and organisation gain importance in terms of maintaining accessibility to the disabled. The study aims to provide information about attitudes of local agencies towards disability and accessibility in terms of practitioners rather than users. This study interrogates the knowledge level and outlooks of the related personnel and works of local agencies about disability and accessibility.

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20

Poteet, April. „Middle School Children’s Attitudes Towards Peers with an Intellectual Disability“. University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1573810996763572.

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21

Frankie, Lauren Jodi. „Attitudes towards individuals with disability amongst students and employees in a higher education institution in the Western Cape“. University of the Western Cape, 2016. http://hdl.handle.net/11394/5642.

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Magister Commercii (Industrial Psychology) - MCom(IPS)
Even though attitudes have been studied for many years, attitudes toward individuals with disabilities still remain an important issue, today (Geskie & Salasek, 1988; Popovich, Scherbaum, Scherbaum & Polinko, 2003). With the relationship between numerous demographic factors and attitudes toward those with disabilities being inconsistent across existing research and the absence of research conducted in the South African context this research study investigated whether variables such as gender, age, education level, exposure to a person with a disability or having a friend or family member with a disability had an effect on attitude towards disability. The population of this study constituted students from the Economic and Management Sciences (EMS) Faculty and Support Staff in a Higher Education Institution in the Western Cape. A non-probability convenience sample method was utilised of which 140 respondents completed two questionnaires. Namely, a Biographical questionnaire and the Affective Reactions Subscale of the Disability Questionnaire (Popovich et al. (2003). Statistical analyses included both descriptive and inferential statistics (the t-Test and ANOVA). According to the findings of this research study, significant relationships do not exist between variables such as gender, age, educational level, amount of contact and exposure to or having a friend or family member with disability and staff and student attitudes toward those with disabilities in a Higher Education Institution in the Western Cape. A few limitations related to the study were recognized and it is recommended that a combination of quantitative and qualitative research approaches be implored as well as other faculties and Institutions in the Western Cape be used to contribute to greater representativeness and generalisability for future research. Also, to establish organisations or institutions as employers and institutions of choice among those with disabilities, organisations and institutions are to better market disability facilities and accommodations. It is also proposed that students and staff with disabilities should be encouraged to fully participate in the design and event management of disability awareness campaigns.

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Goss, Abigail. „Attitudes of support workers in learning disability services towards counselling psychology“. Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/16817/.

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The following portfolio seeks to view counselling psychology and people with learning disabilities from a pluralistic standpoint. The focus of the research is to understand the attitudes of support workers towards counselling psychology and this particular client group. It attempts to investigate through mixed methods the likelihood of support workers considering a referral for counselling and the factors that affect this while understanding the views and opinions of support staff. In addition, the portfolio includes a publishable paper based on this research which focuses on the role of counselling psychology in improving access to counselling for people with learning disabilities. Finally, a case study presents therapeutic work with someone who has a learning disability underpinned by a pluralistic framework.

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Sullivan, Rachel M. „Disability Identity and Attitudes towards Prenatal Testing in the Osteogenesis Imperfecta Community“. University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523635471289807.

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24

Lewis, Sharna. „Attitudes of mainstream health care professionals towards people with a learning disability“. Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487224.

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Ibis thesis is submitted in part fulfilment ofthe requirements for the degree of Clin.Psy.D. at the School ofPsychology , University ofBirmingham. It comprises both the research and clinical work carried out over the course oftraining. Throughout the thesis all identifying information has been changed to ensure confidentiality of clients and participants. Volume 1 comprises the research component ofthe thesis. The first paper is a review ofthe literature ofthe attitudes ofmainstream health professionals towards adults with a learning disability and the factors that affect these attitudes. Ibis paper has been prepared for submission to Clinical Psychology Review. The second paper is an investigation of nursing staff attitudes and emotions towards patients with learning disabilities in a general hospital setting. Ibis paper has been prepared for submission to the Journal ofApplied Research in Intellectual Disabilities. Appendices follow the second paper that provides additional details ofthe research process and an executive summary ofthe findings ofthe empirical paper. Volume two ofthe thesis consists offive clinical practice reports, which were submitted as examples ofclinical work and clinically related research over the course of training. These reports include a systemic and behavioural formulation ofa sixyear- old girl presenting with behavioural difficulties, a case study ofa 44-year-old woman referred to a community mental health team who presented with symptoms of anxiety, a small scale service related project, a single case experimental design research report and an abstract from an oral presentation.

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Benomir, Aisha. „Attitudes towards people with intellectual disability : comparisons across cultures and over time“. Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/13689/.

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The attitude of the general population to people with intellectual disability (ID) provides an important background for policy development. Furthermore, because of changes in attitudes over time and across cultures, it is vital to ground each country’s policy development on data from that country. This dissertation provides a cross-cultural and cross-sector analysis of attitudes to people with ID in Libya and in the UK, using questionnaire studies of three groups in each country: science students, psychology students and professionals in ID support services. The questionnaire used was the established Community Living Attitude Scales for Intellectual Disability (CLAS-ID). The CLAS-ID has four sub-scales: Empowerment (in decisions affecting their life), Exclusion (desire to segregate with negative affective tone), Sheltering (the need to supervise and protect) and Similarity (to normally achieving people). Initially, the CLAS-ID was translated into Arabic and validated with a small sample of respondents. Studies 1 and 2, which were undertaken in 2010, used the CLAS-ID for a Libyan sample and for a UK sample. The results indicated that the Libyan sample showed significantly lower scores on Empowerment, Similarity and Sheltering than the UK sample, but no significant difference on Exclusion. A range of within-group differences were also found. Study 3 was undertaken in 2012, using a similar sample to that of Study 1, and allowed investigation of the effects of the Arabic Spring on attitudes to ID in Libya. Despite the trauma, stress and insecurity in the wake of by the Libyan revolution, except for Exclusion there were a significant changes in attitudes to people with ID from 2010 to late 2012. Study 4 undertook an equivalent comparison of UK scores over the same time period. For the UK the most relevant event in this context was the massive media coverage of the London Paralympic Games 2012. Significant (and desirable) changes in all four CLAS-ID dimensions were found, with particularly strong effects for Empowerment and Inclusion. The implications of these findings and those in the earlier studies are discussed, limitations considered, and directions for further research outlined.

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Rillotta, Fiona. „Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability /“. Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsr574.pdf.

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27

Salimi, Nahal. „MULTIDIMENSIONAL ATTITUDES TOWARDS DISABILITY AMONG INTERNATIONAL STUDENTS AT A MIDWESTERN UNIVERSITY IN THE UNITED STATES“. OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1558.

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Cultural differences in disability attitudes significantly impact perceptions of and interactions with persons with disabilities. This study explored the multidimensional disability attitudes of the international college student’s towards persons with disabilities and their attitudes toward educational accommodations. The researcher also examined the relationship between these variables and the following demographic factors: sex, age, country of origin, religion, college major, and level of college study. The study is a cross-sectional survey design. The effective sample of the study was 211 enrolled undergraduate and graduate international students at Southern Illinois University Carbondale. These scales were used for data collection: (a) Multidimensional Attitudes Scale toward Persons with Disabilities (MAS), (b) General Attitudes toward College Educational Accommodation; (c) Marlowe-Crowne Social Desirability Scale; and (d) a demographic questionnaire. In this study, descriptive analyses and a multiple regression analysis computed to analyze all test measures and demographic variables. The results of this study provide information about the international student’s general attitude towards disability as well as the extent in which demographic variables may shape attitudes. In the first hypothesis only contact with person with disability was a significant predictor of the attitudes F1, 174 = 22.324, p < .001, R2 = .114. In the second hypothesis contact with person with disability and attitudes predicted general attitudes towards accommodation; F2, 173 = 7.101, p = .006, R2 = .076. All demographic factors dropped out of the models. A series of exploratory analyses was computed uncovered some potential demographic predictors of attitudes towards accommodation. This information may assist faculty and administrators to provide disability education interventions that may increase positive attitudes toward disability and people with disabilities. This may consequently enhance positive interactions of international students with persons with disabilities within and outside the university environment.

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Busch, Carey L. „Social Justice of University Faculty: A Predictor of Attitude toward Students with Disabilities and Willingness to Accommodate“. Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448880330.

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29

Malik, A. „Beliefs and attitudes towards intellectual disability within the UK Pakistani community as perceived by key community members“. Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1332788/.

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Part 1 is a literature review investigating South Asian parents' perceptions of their child's intellectual disability, its effects on family life and views on service use. Search strategies used to identify relevant literature are specified and the results are presented in three parts. Firstly, experiences of parents regarding the process of diagnosis and provision of support are discussed. Secondly, their perceptions of the causes, symptoms and prognosis of their child’s intellectual disability are presented. Lastly, the effects of having a child with an intellectual disability on parenting and family life are outlined. The findings are then summarised and implications considered. Part 2 is a qualitative study designed to address gaps identified in the literature review, focusing on the attitudes and beliefs of the Pakistani community in the UK regarding intellectual disabilities. The results highlight the importance of taking the views of this community in account in implementing current UK policy centred on choice, independence and social inclusion for people with intellectual disabilities within a multicultural society. The results are followed by a discussion of the findings, where the study’s strengths and limitations, implications for policy and service provision are also considered. Finally, a direction for future researchers is suggested. Part 3 is a critical appraisal detailing personal reflections and considering methodological issues which arose during the study.

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Wilson, Christine Mary. „The impact of contact with persons with a disability on attitudes towards disability amongst the general population and those with a newly acquired spinal cord“. Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5028/.

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Background. A review of the literature addressed intergroup contact between physically disabled and non-disabled groups using quality and data extraction frameworks to evaluate study design and contact effectiveness. Review findings showed intergroup contact of this kind led to reduced prejudice towards the disabled and may benefit those with newly acquired disabilities. Aim. It was proposed that pre-injury contact with disabled people could influence post-injury perceptions of disability, for those with newly acquired disability. Method. Twenty six people with a newly acquired spinal cord injury were assessed during their initial admission to a specialist centre. The effects of pre-injury contact with disabled persons were assessed, by evaluating post-injury illness perceptions. Any associations between illness perceptions and psychological wellbeing, engagement and functional achievements in rehabilitation, were also measured. Findings. Pre-injury contact was significantly associated with post-injury perceptions of controllability of their condition but not with other illness representations. No other significant associations were found with psychological or physical rehabilitation outcomes. Conclusions. Contact between those with new disabilities and other disabled people might help individuals adjust to their condition. More research needs to be conducted with larger samples using more relevant and better designed, measures of rehabilitation outcomes and adjustment.

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Kazemi, Farida. „Attitudes of university students towards students with physical disabilities“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1198.

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The purpose of this study is to explore the social and dating attitudes of university students who are able-bodied towards students with physical disabilities at California State University, San Bernardino.

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Portwood, Barbara. „Inclusive Special and General Education Secondary Teachers' Attitudes towards the Inclusion of Students with Disabilities in the General Education Setting“. Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748483.

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The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This qualitative study addressed secondary general and special education teacher attitudes and beliefs surrounding the practice of inclusion. It focused on comparing data on teacher attitudes towards the inclusion of students with disabilities into the general educational setting. Forty secondary teachers of varying ages, education, and with a range of five to 32 years of experience, from several school districts around metropolitan Saint Louis participated in this study. An electronic survey and semi- structured interviews were employed to query the teachers’ attitudes regarding the inclusion of students with disabilities in the general educational setting and the perceived barriers. The results indicated that teachers’ attitudes were generally positive toward the ideology of inclusion; however, when asked to express their views about the practice of inclusion in open-ended survey questions, results indicated less than positive views toward the practice of inclusion for all students. The most noteworthy factors associated with the negative attitudes was the lack of administrative support, and lack of training. Results also indicated that special education teachers’ attitudes towards inclusion were significantly more positive than those of general education teachers. The analysis of data revealed there was not a significant correlation between teachers’ attitudes of inclusion in regards to their type of certification, degree level, and years of experience.

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Carlsson, Louise, und Cecilia Kumerius. „Right to a Normal Life : The progress of changing attitudes towards people with mental disabilities in Tanzania“. Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12808.

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Research on mental disability in the Sub-Sahara African context has recently stagnated, and is in need of a revival. The objectives of this study was to examine (i) the current situation of children and youth with mental disabilities in the Morogoro Region, Tanzania, and (ii) how to create more community awareness on rights of people with mental disabilities in the society, to put the discussion of mental disabilities back on the agenda. To fully grasp the cultural context, we have used interviews with local professionals working with children and youth with mental disabilities, in order to gain knowledge of efficient ways to create more community awareness. Over time there has been a change of attitudes due to improved knowledge, mainly through the increased visibility of people with mental disabilities in the society. However there is still a need to create awareness of the rights of people with mental disabilities, especially in rural areas. In order to influence the current situation for this group, we have concluded, within the frames of social constructionism, that networking through a bottom-up approach could be appropriate to share the burden.

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Lolwana, Lulama. „Investigating attitudes towards cardiopulmonary resuscitation and cardiopulmonary resuscitation competency of nurses at a hospital for intellectually disabled people in the Western Cape“. University of Western Cape, 2020. http://hdl.handle.net/11394/7670.

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Magister Curationis - MCur
Cardiopulmonary resuscitation (CPR) is a core emergency skill in which all nurses need to be proficient to save the lives of patients. It is important for nurses working in psychiatric hospitals to administer CPR correctly should the need arise. However, they rarely perform CPR as the patients they care for are generally not physical ill, unlike patients admitted in general hospitals. Given the paucity of literature on CPR in psychiatric hospitals, this study aimed at investigating the attitudes towards CPR and the CPR competency of nurses working at a hospital for intellectually disabled people in the Western Cape, South Africa

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Al-Zyoud, Nawaf S. „An investigation into the current service provision for students with learning difficulties in Jordan : teachers' perspectives“. Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6517.

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Special Educational Needs (SEN) in Jordanian schools appears to be in a state of confusion. Numerous obstacles exist that hinder teachers from providing sufficient services for children with learning difficulties. This study investigates the current service provision for students with learning difficulties in Jordanian schools. Semi-structured interviews (N=31) with SEN teachers were conducted in two phases (23 and 8 respectively). Goffman (1963) was utilised as a theoretical framework, to interpret and understand the data, especially concerning that of social stigma. The analysis revealed that SEN teachers in Jordan faced various difficulties responding to the needs of their students with learning difficulties (LDs), which inevitably had a negative effect upon their performance. The results indicated that the difficulties arose from: parents who denied the disability of their children, classroom teachers who refused to cooperate with resource room teachers (responsible for teaching children with LDs), pre-service teachers who had little training in SEN, non-disabled peers who bullied their disabled peers, school administrators who had little understanding of the needs of children with LDs, and finally the Ministry of Education’s supervisors who were better equipped to support the educational needs of typically developing children. These negative attitudes are rooted strongly in local culture and seem to overlap with expressed religious values. Negative attitudes also varied among parents according to their socio-economic class and the type of school (public and private) their child attended. It appeared that the services provided in private schools were more in tune with the needs of children with LDs than those in public schools. Ultimately, I conclude that there is an urgent need for the reconstruction of services in Jordan to support children with LDs. Teacher training should be aimed specifically at equipping resource room teachers to cater effectively for students with LDs, and legislation should facilitate a shift of responsibility to the Jordanian Ministry of Education and away from the Ministry of Social Development. Most importantly, there is a need to facilitate a dialogue that seeks to amend attitudes towards disability in general and LDs in particular.

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Mallon, Michele. „A multilevel analysis of the factors associated with young children's attitudes towards disability : a survey of 7-9 year-old children in Northern Ireland“. Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707532.

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Jeevanandam, Lohsnah. „Burnout, coping, self-efficacy, attitudes towards people with disabilities, and negative psychological variables in service providers working with people with intellectual disability : a cross-national compariosn across Australia and Singapore /“. [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19642.pdf.

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Antony, Pavan John. „How do social, cultural and educational attitudes towards disability affect families of children with disabilities and there by affect the opportunities and daily experiences of people with disabilities in Kerala- India?“ Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/p_antony_090109.pdf.

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Thesis (Ed. D.)--Washington State University, August 2009.
Title from PDF title page (viewed on Sept. 9, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 96-103).

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Tsai, Chia-Jung, und 蔡佳蓉. „Attitudes of the Elementary School Students Toward their peeers with Intellectual and Developmental Disability“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/93244232345181996310.

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碩士
國立臺東大學
特殊教育學系碩士班
101
Attitudes of the Elementary School Students Toward their peeers with Intellectual and Developmental Disability Chia-Jung Tsai Abstract This study was aimed to investigate the effects of the three independent variables(i.e., gender, grade, and contact experience) on the attitudes of the elementary school students toward their peers with intellectual and developmental disability. The researcher sampled 807 elementary school students from Taipei City, New Taipei City, Taichung City, Tainan City, and Taitung City. The students of regular classrooms were assessed with the questionnaire

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Albritton, Felix Reginald Ebener Deborah J. „A comparative analysis of business majors' attitudes toward disability, job applicant disability status, and the placeability of persons with disabilities“. Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-07112005-142010.

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Thesis (Ph. D.)--Florida State University, 2005.
Advisor: Dr. Deborah J. Ebener, Florida State University, College of Education, Dept. of Childhood Education, Reading, and Disability Services. Title and description from dissertation home page (viewed Sept. 23, 2005). Document formatted into pages; contains xiii, 114 pages. Includes bibliographical references.

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Chang, Chiung-Yun, und 張瓊云. „Attitudes of the Junior High School Students Toward their Peers with Intellectual and Developmental Disability“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/99079593553104860455.

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碩士
國立臺東大學
特殊教育學系碩士班
101
Attitudes of the Junior High School Students Toward their Peers with Intellectual and Developmental Disability Chiung-Yun Chang Abstract The purpose of this study was to find out whether the three independent variables (i.e., grade, gender, and contact experience) impose any influences on the attitudes of the junior high school students toward their peers with intellectual and developmental disability. The researcher sampled 985 junior high school students from Taipei City, New Taipei City, Taichung City, Tainan City, and Taitung City. The students of regular classrooms were assessed with the questionnaire

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(10686072), Amy Rachelle Groh. „Challenges That General Education Teachers Face When Implementing the IEP“. Thesis, 2021.

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Children with disabilities are more than ever placed in the general education class settings. While special educators are responsible for drafting and writing the IEP, General education teachers are responsible for implementing the IEP in the general education class setting. Studies show that general education teachers lack knowledge, support, and training of the IEP, which affects their attitudes toward inclusion. The purpose of this study was to identify what teachers know about the IEP and the challenges that they face with implementing them in their classrooms. In this study, data was collected from general education teacher surveys, and the results of the data were analyzed. From the data, it was determined that teachers face many challenges with the implementation of the IEP in their classes. From the data collected a handbook was created for general education teachers to utilize as a guide to overcome these challenges that they face when implementing the IEP in their classrooms was completed.

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„Shifts in Attitude Towards Disability Observed Through Seven German Films“. Master's thesis, 2010. http://hdl.handle.net/2286/R.I.8722.

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abstract: Disability is a label accompanied by a multitude of misconceptions and stereotypes. During various periods in Germany, attitudes towards disability have ranged from disgust and fear, to acceptance and inclusion. Being disabled in Germany once meant certain isolation; at the hands of the Nazi regime, it was met with almost certain premature death. Since those darker days of Germany's history, the country has become one that now affords its disabled citizens with the same rights as the non-disabled population and seeks to create a barrier-free environment. This study examines these perceptions of disability in Germany from the 1920s through the first decade of the 21st century. In order to accomplish this goal, cinema is used to provide insights into contemporaneous ideas about disability. By drawing upon analyses of six films that span the course of nearly 80 years, careful examination of disability portrayals reveal philosophical shifts in how the German people interpret disability. When analyzing these films, aspects of physical and mental disability are brought to the surface and discussed in terms of their sociopolitical and philosophical implications. To provide a social and cultural framework that gives significance to the changes in these cinematic roles, a historical survey of the German disability rights movement is folded into the discussion. The films explored in this study serve as culturally important visual aids that illustrate positive changes for the disabled living in Germany. Although not directly influencing cinematic portrayals of disability, the German disability rights movement that arose in the postwar period shaped ideas about disability and allowed disabled Germans to be accepted and included in society. With these rights now available disabled Germans are able to lead a self-determined life and portray themselves as equals.
Dissertation/Thesis
M.A. German 2010

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Eubank, Ann Charlotte. „ASSESSMENT OF SOCIAL WORKERS’ ATTITUDES TOWARDS PEOPLE WITH PHYSICAL DISABILITIES“. 2010. http://trace.tennessee.edu/utk_gradthes/704.

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The purpose of this study was to explore the attitudes of social workers in Tennessee towards people with physical disabilities. A non-probability, convenience sample of social workers who were members of the National Association of Social Workers Tennessee Chapter (NASW TN), and accept email communication, were sent the on-line survey. Two hundred sixty five social workers responded to the survey and one hundred sixty eight respondents (N=168) completed the survey in its entirety and were included in analysis. The respondents’ attitudes were assessed as either empowering or oppressive based on concepts and constructs of empowerment and oppression identified by disability scholars and social work researchers in the field of disability. The findings of the individual questions were analyzed. The survey questions worded toward an empowering attitude found that 80% of the subjects answered towards a possible empowering attitude regarding the self-determination of people with physical disabilities. The highest rate of no opinion responses was noticed with the questions related to sexual satisfaction, intimacy and depression. Due to the lack of validity and reliability of the survey tool it would be inappropriate to generalize the results to a broader social work population. The information gathered, however, may serve as a glimpse of the attitudes of social workers in Tennessee towards people with physical disabilities

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Sulla, Erin. „Examining Children's Attitudes Towards Disability After One Year in a Reverse Integrated Setting“. Thesis, 2011. http://spectrum.library.concordia.ca/36004/1/Sulla_MA_F2011_2(2).pdf.

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Murray, Anna. „Employer Attitudes Towards Disability in the Workplace: A Descriptive Study of the Policy Environment“. Thesis, 2014. http://hdl.handle.net/1974/12241.

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Purpose: The purpose of this thesis was to: a) describe the current context of Ontario’s employment policies by conducting a policy analysis to understand the ways in which the Ontario Human Rights Code, the Labour Relations Act, and Accessibility for Ontarians with Disabilities Act (AODA) function together to provide a framework for action to guide employer attitudes towards disabilities in the private sector of Ontario, and b) investigate employer knowledge/understanding and application of these three policies in the Ontario private sector by conducting interviews. Methods: To perform the policy analysis, relevant documents were systematically collected and qualitatively analyzed. In addition to the policy analysis, semi-structured interviews were conducted with three employers to investigate the policy knowledge and application in the workplace. Results: From the policy analysis, ten themes arose: anti-discrimination and accommodation, the individual complaint system of the Ontario Human Rights Code, the need for government participation, education, and awareness in the AODA, the application of the Labour Relations Act, required employer knowledge of the three Ontario policies, minority group treatment of people with disabilities in policy, the collectivist responsibility under the AODA, the definition of disability, the impact of the definition of disability on employers, and the cost of accommodation. The themes arising from employer interviews were: view of disability, knowledge and application of the three policies, the “fit” of a prospective employee, the importance of a human resources department, and the presence of accessibility in the workplace. Summary: Together, the three policies addressed anti-discrimination in the workplace for employees with disabilities by mandating reasonable accommodation for all. Under the AODA, standards of accommodation were established and enforced through random government inspections, and under the Ontario Human Rights Code, accommodation challenges were addressed by a case-by-case method. Employers must be privy to the responsibility to provide accommodations for people with disabilities, as the enforcement mechanisms differ. In reality, there is a large variance in the application of the central policies, and employers without a human resources department appear to understand fewer details of the policy requirements. This understanding did not appear to impede accommodation for employees with disabilities.
Thesis (Master, Rehabilitation Science) -- Queen's University, 2014-06-23 22:02:01.639

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李欣芳. „Attitudes Towards the Sexual Issues for Adults with Intellectual Disability: Employment Specialists and Parents“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/36404701965358624244.

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碩士
國立高雄師範大學
諮商心理與復健諮商研究所
105
Attitudes Towards the Sexual Issues for Adults with Intellectual Disability: Employment Specialists and Parents Abstract The aim of this study was to investigate the attitudes of employment specialists and parents towards the sexual Issues for adults with intellectual disability (ID), and to compare the results from the subjects of demographic variables. The research tool was a survey to a sample of 186 adults (103employment specialists and 83parents) from the Kaohsiung City. Approximately 58% of the sample completed the questionnaires on attitudes towards sexual issues for adults with ID. The questionnaire used in this study was adapted from the questionnaire developed by Cuskelly & Bryde (2004) that focused on attitudes to sexual expression of persons with ID. The questionnaire of the study used an attitude scale including eight themes of sexuality (sexual feelings, sex education, masturbation, personal relationships, sexual intercourse, sterilization, marriage, and parenthood), and utilized a four-point Likert scale. The data collected were checked for completion and then were analyzed by the descriptive statistics,Repeated measures one-way ANOVA, independent samples t-test, and one-way ANOVA with SPSS. According to the results, there is a significant difference between employment specialists and parents on overall attitudes toward the sexual issues of adults with ID.The results show employment specialists’ attitudes are more positive than parents’, though there is no significant difference between the two groups in two themes respectively: sexual feelings and sex education. Besides, to both genders of the people with ID, employment specialists’ scores show no significant difference in the eight themes of sexuality, which means they are not influenced by the genders of their clients. By analyzing the demographic variables and the attitude scores, the male employment specialists reveal more positive than the female specialists concerning the three themes:sterilization, marriage, parenthood, and overall scores. Moreover, the specialists of agencies which have not conducted any sex-related activities and courses are more positive on sex education, than the specialists of the agencies which conduct sex-related activities and courses from time to time. As for the themes of masturbation and sterilization, the specialists who have experience of dealing with sexual issues for the clients with ID are more positive than those who have no experience.Besides, there is a significant difference between the male and the female parents on the issue of sterilization, while the male parents are more positive. According to the findings of this study,it has been suggested that agencies should provide sex-related courses, and employment specialists and parents of children with ID should take those courses to increase related knowledge and to decrease the difference among their attitudes. At last, the limit of this study and the suggestions for future research are suggested. Key words: employment specialists, parents of children with intellectual disability, adults with intellectual disability, attitudes towards the sexual issues.

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Chun-Hsien, Wu, und 巫俊賢. „A Study of Acceptance Attitude of Elementary School Students toward Their Learning Disability Peers in Kaohsiung City“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/57y9vy.

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Sheriff, Insiyya Djamil. „Attitudes of health science students towards people with disabilities at Kilimanjaro Christian Medical Centre (KCMC) in Tanzania“. Thesis, 2010. http://hdl.handle.net/11394/3490.

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Magister Pharmaceuticae - MPharm
The effects of disability on the individual not only include physical, psychological and emotional adjustments but also negative attitudes of able bodied people towards persons with disabilities. The attitudes of healthcare professionals towards persons with disabilities could affect rehabilitation outcomes as well as the reintegration of these people into society. The aim of the study was to investigate the attitudes of health science students towards persons with disabilities at Kilimanjaro Christian Medical Centre (KCMC), in Tanzania. An explorative quantitative research design using a cross-sectional survey was used. The study sample (182) included all Physiotherapy, Occupational Therapy, Nursing, Medical and Optometry students. Data was collected using the Attitudes Towards Disabled Persons Scale,consisting of 20 items rated on a six-point Likert Type Scale. A demographic questionnaire which included questions relating to the contact of the students with persons with disabilities was also administered. Descriptive and Inferential statistical analysis was conducted using the Statistical Package for the Social Sciences version 15.0. Permission to conduct the study was obtained from the Higher Degrees Committee and the Senate Research Grant and Study Leave Committee of the University of the Western Cape. Further permission was requested from Ministry of Education, Research and Ethics Department in Tanzania and the authorities of the respective Health Sciences programmes to include students in the study. Information obtained was handled with confidentiality and anonymity, and the students had the right to withdraw from the study at anytime.The results revealed that the sample consisted of more females (58%) than males (41.2%).The majority of the participants were between the ages of 20-29 years. The highest response rate was from the medical students (29.1%) followed by the physiotherapy students (27.5%).The Optometry and physiotherapy students had more positive attitudes than the rest of the health science students who participated. The mean score on the ATDP scale was 59.01 (12.3) with scores ranging from 18 to 90. The results therefore revealed that overall the students had a neutral to negative attitude towards persons with disabilities. With regards to the contact of the students with persons with disabilities 26.9% of the participants responded that they had had a long talk with a person with a disability while only 17.6% of the students responded that persons with disabilities visited their homes. The mean contact score was 22.72 indicating that the students had a slightly above average contact with persons with disabilities. No association was found between the attitude and contact mean scores.Information obtained in this study could be used to influence the curriculum of Health Science Students at Kilimanjaro Christian Medical Centre.

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Yeh, Cheng-Chang, und 葉振彰. „A Study of Acceptance Attitude of Elementary School Students Toward Their Learning Disability Peers in Chang Hua County“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/95809598447137117921.

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碩士
國立彰化師範大學
特殊教育學系所
94
The purposes of this study were to explore the attitudes of the elementary school students in Chang Hua county toward their peers with learning disabilities and receiving Inclusive Education, along with the differences in different background variables. The other purpose was to explore the predictive power of the attitudes of the elementary school students with different background variables toward their peers with learning disabilities and receiving Inclusive Education. The cluster purposive sampling approach was used in this study. The students were surveyed with a revised questionnaire titled as “The attitudes of the elementary school students in Chang Hua toward their peers with learning disabilities” The data was collected and analyzed by frequency distribution, t-test, one-way ANOVA, and multiple stepwise regression. The major findings of this study were as follows: 1. The attitudes of the elementary school students toward their peers with learning disabilities and receiving Inclusive Education were positive and enthusiastic. 2. The differences of attitudes in elementary school student with different background variables were： (1) The attitudes differed among the students of different sex. In general, cognition, affection and the tendency of behavior scales, the girls appeared more positive attitudes than the boys did. (2) There was no different attitude among the students in different grades. (3) The attitudes differed among students at different levels of academic performances. In general and cognition scales, the students at high level of academic performance held much more positive attitudes than those at low level did. (4) The attitudes differed among the students with different levels of contact experience. In cognition scale the students who usually contacted with their peers with learning disabilities held much more positive attitudes than those who never did. (5) The attitudes differed whether students have ever been class leaders or not. In general, affection and the tendency of behavior scales, the students who have ever been class leaders held more positive attitudes than the ones who have not did. (6) There was no different attitude in different educational placements. 3.Among the students' different background variables, the three variables, sex, levels of academic performance and students who have ever been class leader or not, can predict the students' attitudes toward their peers with learning disabilities and receiving Inclusive Education. It means the three variables, sex, levels of academic performance and students who have ever been class leader or not, have the predictive power. The result of the study summarized above provides relevant suggestions to homeroom teachers, school administrators, and the future study for reference. Key Words ：Inclusion Education, attitudes of peer, elementary school.

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Dissertationen zum Thema „Disability (attitudes toward)“

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