Journal articles: 'Disability (attitudes toward)'

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Kirchman, Margaret. "Attitudes Toward Disability." Physical & Occupational Therapy In Geriatrics 5, no. 3 (January 1987): 51–63. http://dx.doi.org/10.1080/j148v05n03_06.

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C. Onah, Festus, and Kelechi T. Ugwu. "FACTORS INFLUENCING THE ATTITUDESOF NIGERIANS TOWARD PERSONS WITH PHYSICAL CHALLENGES." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 395–99. http://dx.doi.org/10.21474/ijar01/12851.

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The present study aimed to examine the factors influencing the attitudes of Nigerians toward people with a physical disability. The study hypothesized that education and exposure to the physical challenge would influence attitudes toward people with a physical disability. The design of the study was cross-sectional. The participants comprise one hundred (100) workers drawn from state and local government civil service in the Enugu State, Nigeria, using a random sampling technique. Data were collected through a self-administered survey questionnaire, using a modified version of the Scale of Attitudes towards Disabled Persons (SADP). The result revealed that the participants largely showed positive attitudes towards persons with physical challenges. Two hypotheses were tested using multiple regression analysis and the analysis revealed that educational leveldid not influence attitude towards the physically challenged. However, it was found that exposure to a person with physical challenges influenced the attitudes toward people with a physical disability.

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McDonald, Katherine E., Christopher B. Keys, and David B. Henry. "Gatekeepers of Science: Attitudes Toward the Research Participation of Adults With Intellectual Disability." American Journal on Mental Retardation 113, no. 6 (November 1, 2008): 466–78. http://dx.doi.org/10.1352/2008.113:466-478.

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Abstract Researchers and Institutional Review Board (IRB) members' attitudes influence scientific knowledge about individuals with intellectual disability. We recruited 260 intellectual disability researchers and IRB members to develop a measure of attitudes toward the research participation of adults with intellectual disability, the Participation in Research Attitude Scale. Findings suggest three conceptual domains: Opportunity and Choice, Help in Decision Making, and Beneficence. We also examined individual differences in attitudes and the relationships between general and specific attitudes. In general, intellectual disability researchers and those with closer relationships to individuals with disabilities had attitudes consistent with disability-rights principles. Some dimensions of global attitudes toward adults with intellectual disability predicted more specific attitudes toward their research participation. Implications are discussed.

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Alahmari, Khalid A., Kanagaraj Rengaramanujam, Ravi Shankar Reddy, Paul Silvian Samuel, Irshad Ahmad, Venkata Nagaraj Kakaraparthi, and Jaya Shanker Tedla. "Effect of Disability-Specific Education on Student Attitudes Toward People With Disabilities." Health Education & Behavior 48, no. 4 (March 11, 2021): 532–39. http://dx.doi.org/10.1177/1090198121995774.

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Attitude is a multidimensional and complex notion that considerably empowers or limits the major life activities of humans. Health professionals’ attitudes toward people with disabilities are significant factors in the rehabilitation process. Soon after completing their coursework, the final-year students from health science meet the patients and rehabilitate them. This study accordingly aims to assess the attitude toward disability among final-year health science students before and after administering a disability-specific structured teaching program. A total of 243 final-year undergraduate health science students from medical, dental, physical therapy, pharmacy, laboratory sciences, radiology sciences, and nursing aged between 21 and 27 years participated in this study. This work employed the Scale of Attitudes Toward Disabled Persons (SADP) to measure attitudes among participants. The mean pre- and posttest SADP scores were 83.59 ± 15.45 and 107.83 ± 62, respectively ( p < .001). Students from medical, dental, physical therapy, and nursing showed significant positive attitudes toward disability compared with other students, whereas college students in the final year of health science generally had poor attitudes toward disability. The results indicate that the disability-specific structured teaching program is effective in improving the attitude toward disability among final-year health science students. Accordingly, the authors recommend modifying the disability-related content in the health sciences curriculum.

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Tachibana, Toshiaki, and Kanji Watanabe. "Schemata and Attitudes toward Persons with Intellectual Disability in Japan." Psychological Reports 93, no. 3_suppl (December 2003): 1161–72. http://dx.doi.org/10.2466/pr0.2003.93.3f.1161.

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375 parents of pupils were asked to respond to 14 questions on attitudes toward persons with intellectual disability. About 30% of variance in attitude was explained by a set of variables. The effects of schemata concerning person with intellectual disability had a great effect on attitudes toward such persons. The guess of a greater contribution of heredity as the basis of intellectual disability and of fewer such persons in the future of their own families than in the general population was associated with greater negative attitudes toward persons with intellectual disability. As these estimations relate to teachable information, the attitudes might be improved.

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Florian, Victor, Amatzia Wiesel, Shlomo Kravetz, and Ester Shurka-Zernitsky. "Cultural influences on attitudes toward disability." International Journal of Rehabilitation Research 11, no. 3 (September 1988): 279–82. http://dx.doi.org/10.1097/00004356-198809000-00010.

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Jabin, Norma. "Attitudes toward disability: Horney's theory applied." American Journal of Psychoanalysis 47, no. 2 (June 1987): 143–53. http://dx.doi.org/10.1007/bf01253027.

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Tripp, April, Ron French, and Claudine Sherrill. "Contact Theory and Attitudes of Children in Physical Education Programs Toward Peers with Disabilities." Adapted Physical Activity Quarterly 12, no. 4 (October 1995): 323–32. http://dx.doi.org/10.1123/apaq.12.4.323.

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Contact theory was examined by comparing total and subscale attitude scores of children toward peers with disabilities (physical, learning, behavioral) in integrated (contact) and segregated (noncontact) physical education settings. Subjects were 455 children ages 9 to 12 years; class size was 40 to 45. Data were collected using the Peer Attitudes Toward the Handicapped Scale (PATHS). ANOVA on total attitude scores indicated gender differences, with girls having more positive attitudes, but no difference between settings. MANOVA on subscale attitude scores revealed gender differences, favoring girls, only on the physical disability subscale. Setting significantly affected attitudes toward physical and behavioral disabilities but not learning disabilities. Children in the integrated setting had significantly more positive attitudes toward peers with behavioral disabilities than those in the segregated setting, but the reverse was true toward peers with physical disabilities. Contact theory was supported by this research for only behavioral disability.

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Harper, Dennis C. "Children's Attitudes toward Physical Disability in Nepal." Journal of Cross-Cultural Psychology 28, no. 6 (November 1997): 710–29. http://dx.doi.org/10.1177/0022022197286004.

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TOWNSEND, M. A. R., K. M. WILTON, and T. VAKILIRAD. "Children's attitudes toward peers with intellectual disability." Journal of Intellectual Disability Research 37, no. 4 (June 28, 2008): 405–11. http://dx.doi.org/10.1111/j.1365-2788.1993.tb00883.x.

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Gould, Helen, Syed S. Hashmi, Victoria F. Wagner, Katie Stoll, Kathryn Ostermaier, and Jennifer Czerwinski. "Examining genetic counselors’ implicit attitudes toward disability." Journal of Genetic Counseling 28, no. 6 (August 23, 2019): 1098–106. http://dx.doi.org/10.1002/jgc4.1160.

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Ayelet, Gur, and Koch Roni. "Attitudes Toward Persons With Disabilities Among Community Centers’ Management Staff Members: A Brief Report." Rehabilitation Counseling Bulletin 63, no. 3 (September 30, 2019): 187–91. http://dx.doi.org/10.1177/0034355219878494.

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This study aims to examine the connections between personal demographic characteristics, knowledge about disability, contact with persons with disabilities, and attitudes toward persons with disabilities among Israeli community centers’ managerial position holders. The sample consisted of 84 managerial position holders working in different departments at Israeli community centers who completed the Multidimensional Attitudes Scale Toward Persons with Disabilities. A moderate negative connection was found between age and attitudes toward disability. No significant association was found between gender or education level and attitudes toward disability. Participants who personally knew a person with a disability showed more positive attitudes on the cognition dimension than those who have no personal connection to a person with disabilities. A moderate positive connection was found between knowledge about disability issues and attitudes toward those with disabilities. Our research concludes that both personal contact with individuals with disabilities and disability knowledge are associated with positive attitudes toward such individuals. Thus, recommendations were made to develop training for community centers’ management and employees to promote more favorable attitudes toward people with disabilities.

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Grist, Virginia L., Deborah J. Ebener, and Susan Miller Smedema. "The Impact of Humor on Attitudes toward Persons with Disabilities." Journal of Applied Rehabilitation Counseling 41, no. 3 (September 1, 2010): 18–22. http://dx.doi.org/10.1891/0047-2220.41.3.18.

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The purpose of this study was to determine the impact of humor on attitudes as measured by the Modified lssues of Disability Scale (MIDS) by comparing the effects of a humorous and a serious video designed to reduce negative attitudes toward persons with disabilities. Ninety-three undergraduate students at a southeastern university volunteered to. participate in the study. The participants were randomly assigned to one of three treatment groups. The first group viewed a serious video concerning disability, the second group viewed a humorous video concerning disability, and the third group viewed no video. A one-way model analysis of variance design was applied to the MIDS scores (dependent variable). Results revealed no significant differences between the attitude scores of the three groups. The results of the study highlight the need for further research on the impact of humor on attitudes toward persons with disabilities.

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Derguy, Cyrielle, Benoite Aubé, Odile Rohmer, Federica Marotta, and Déborah Loyal. "Another step to school inclusion: Development and validation of the Children’s Attitudes Toward Autism Questionnaire." Autism 25, no. 6 (March 27, 2021): 1666–81. http://dx.doi.org/10.1177/13623613211000163.

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Negatives attitudes toward children with autism are an important barrier to school inclusion. Despite the increasing amount of research, no psychometrically sound scale reliably measures these attitudes in young students. Our aim was to develop and validate a tool (Children’s Attitudes Toward Autism Questionnaire) to evaluate attitudes (three dimensions) of students in elementary school toward peers with autism. Elementary school students ( N = 204) completed the Children’s Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. The confirmatory factor analysis first showed a satisfactory model fit ( χ2/df = 3.65, root mean square error of approximation = 0.114, adjusted goodness of fit index = 0.970, standardized root mean square residual = 0.067, comparative fit index = 0.967, and non-normed fit index = 0.963) and internal consistency for each dimension was good (>0.70). Second, attitudes were more positive in girls, older children, and children familiar with disability (but not with autism). The behavioral dimension of the Children’s Attitudes Toward Autism Questionnaire had the strongest association with the Shared Activities Questionnaire-B. The Children’s Attitudes Toward Autism Questionnaire is the first scale (1) to assess the three dimensions of attitudes toward autism (2) among children (from the age of 6 years old) and (3) to show good psychometric quality. With the Children’s Attitudes Toward Autism Questionnaire, researchers can reliably measure children’s attitudes toward peers with autism, which is especially necessary when evaluating the effectiveness of much-needed anti-stigma programs. Lay abstract Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children’s Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students ( N = 204) completed the Children’s Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children’s Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children’s Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children’s Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6 years old) and (2) to show theoretical and statistical relevance. From now on, the Children’s Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools.

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Charlesworth, Tessa E. S., and Mahzarin R. Banaji. "Patterns of Implicit and Explicit Attitudes: I. Long-Term Change and Stability From 2007 to 2016." Psychological Science 30, no. 2 (January 3, 2019): 174–92. http://dx.doi.org/10.1177/0956797618813087.

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Using 4.4 million tests of implicit and explicit attitudes measured continuously from an Internet population of U.S. respondents over 13 years, we conducted the first comparative analysis using time-series models to examine patterns of long-term change in six social-group attitudes: sexual orientation, race, skin tone, age, disability, and body weight. Even within just a decade, all explicit responses showed change toward attitude neutrality. Parallel implicit responses also showed change toward neutrality for sexual orientation, race, and skin-tone attitudes but revealed stability over time for age and disability attitudes and change away from neutrality for body-weight attitudes. These data provide previously unavailable evidence for long-term implicit attitude change and stability across multiple social groups; the data can be used to generate and test theoretical predictions as well as construct forecasts of future attitudes.

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Patka, Mazna, Christopher B. Keys, David B. Henry, and Katherine E. McDonald. "Attitudes of Pakistani Community Members and Staff Toward People with Intellectual Disability." American Journal on Intellectual and Developmental Disabilities 118, no. 1 (January 1, 2013): 32–43. http://dx.doi.org/10.1352/1944-7558-118.1.32.

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Abstract The acceptance and inclusion of persons with intellectual disability can vary across cultures, and understanding attitudes can provide insight into such variation. To our knowledge, no previous study has explored attitudes toward people with intellectual disability among Pakistani community members and disability service providers. We administered the Community Living Attitudes Scale (Henry et al., 1996), a measure of attitudes toward people with intellectual disability developed in the United States, to 262 community members and 190 disability service providers in Pakistan. Confirmatory factor analysis found a 4-factor solution (empowerment, similarity, exclusion, and sheltering) fit the Pakistani sample. More positive attitudes were observed in staff serving people with intellectual disability, females, Christians, Hindus, Sunnis, and people with greater education. We discuss implications for research, theory, and practice.

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Choi, Eun Y., and Yuri Jang. "Subjective Age in Older Korean Americans: The Impact of Functional Disability Mediated by Attitudes Toward Aging." International Journal of Aging and Human Development 91, no. 4 (November 13, 2019): 563–80. http://dx.doi.org/10.1177/0091415019887677.

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The present study aims to examine how subjective age of older Korean Americans would be affected by functional disability and attitudes toward aging. We hypothesized that (a) both functional disability and attitudes toward aging would have a direct effect on subjective age and (b) the effect of functional disability on subjective age would be mediated by attitudes toward aging. Our analyses of the survey data with 208 community-dwelling Korean Americans aged 60 and older (mean age = 69.6, SD = 7.51) showed that the indirect effect of functional disability on subjective age through attitudes toward aging [–.020 (.009)] was significant (bias-corrected 95% confidence interval [–.039, –.006]). The findings suggest that functional disability fosters negative attitudes toward aging, which in turn leads to the feelings of being older than actual age. Our study suggests ways to preserve and promote positive perceptions of age and aging.

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Morin, D., M. Rivard, C. P. Boursier, A. G. Crocker, and J. Caron. "Norms of the Attitudes Toward Intellectual Disability Questionnaire." Journal of Intellectual Disability Research 59, no. 5 (July 21, 2014): 462–67. http://dx.doi.org/10.1111/jir.12146.

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King, Susanne M., Peter Rosenbaum, Robert W. Armstrong, and Ruth Milner. "AN EPIDEMIOLOGICAL STUDY OF CHILDREN'S ATTITUDES TOWARD DISABILITY." Developmental Medicine & Child Neurology 31, no. 2 (November 12, 2008): 237–45. http://dx.doi.org/10.1111/j.1469-8749.1989.tb03984.x.

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Palad, Yves Y., Rensyl B. Barquia, Harvey C. Domingo, Clinton K. Flores, Levin I. Padilla, and Jonas Mikko D. Ramel. "Scoping review of instruments measuring attitudes toward disability." Disability and Health Journal 9, no. 3 (July 2016): 354–74. http://dx.doi.org/10.1016/j.dhjo.2016.01.008.

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Burke, Jana, Jill Bezyak, Robert T. Fraser, Joseph Pete, Nicole Ditchman, and Fong Chan. "Employers' Attitudes Towards Hiring and Retaining People with Disabilities: A Review of the Literature." Australian Journal of Rehabilitation Counselling 19, no. 1 (May 28, 2013): 21–38. http://dx.doi.org/10.1017/jrc.2013.2.

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This selective review provides an overview of salient research findings related to employers' attitudes towards disability and prospective influences on employers to improve employment outcomes of people with disabilities. Research studies included for review are mainly those which investigated employer attitudes towards disability as predispositions to hiring people with disability. Selected studies were classified into three categories including hiring and accommodating employees with disabilities, work performance, and affective reactions and behavioural intentions of employers. Excluded from the review were studies that investigated other factors influencing employer attitudes toward disability. Altogether 34 research studies from the period of 1987 until 2012 were included in the review. Primary databases for the review included ProQuest, Ebscohost, Lexus Nexus, ERICK Database and the Sage Sociology Collection. This review of the demand-side employment literature suggests employers hold relatively positive attitudes regarding individuals with disabilities. However, employer affective reactions and behavioural intentions of employers towards disability in the work setting were less positive and negatively impact hiring decisions, provision of accommodations and work performance appraisals. Employer attitudes represent an important demand-side factor impacting full participation in competitive employment for individuals with disabilities. While employers report generally positive attitudes toward disability, hiring practices may still be discriminatory. Use by rehabilitation professionals of demand-side strategies with employers would likely result in higher rates of work participation by people with disabilities.

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Downs, Peter, and Trevor Williams. "Student Attitudes Toward Integration of People with Disabilities in Activity Settings: A European Comparison." Adapted Physical Activity Quarterly 11, no. 1 (January 1994): 32–43. http://dx.doi.org/10.1123/apaq.11.1.32.

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This study examines, in a comparative context, the attitudes of undergraduate students toward the integration of people with disabilities in activity settings. The Physical Educators’ Attitudes Toward Teaching the Handicapped instrument was used to test preservice physical education undergraduates (N = 371) from universities in England, Denmark, Belgium, and Portugal on attitude variables previously found significant in North American research. Mann-Whitney U analysis revealed significant attitudinal differences between the variables of gender, previous experience with disability, and disability classification (physical or learning disability); between cross-cultural influences of the Belgian sample and the English, Danish, and Portuguese samples; and between the English and the Danish samples.

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Alhumaid, Majed M., Selina Khoo, and Tânia Bastos. "Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia." Sustainability 12, no. 9 (May 10, 2020): 3898. http://dx.doi.org/10.3390/su12093898.

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This study aims to determine the differences in levels of self-efficacy toward inclusion in general physical education (PE) classes among Saudi pre-service PE teachers. It also aims to evaluate the effect of independent variables with the covariate of attitude scores on participants’ self-efficacy toward including students with intellectual disabilities (ID), physical disabilities (PD), and visual impairments (VI). In total, 260 pre-service PE teachers enrolled in a university in Saudi Arabia completed the Arabic version of the self-efficacy scale for a physical education teacher education major toward children with disabilities. Repeated-measures multivariate analysis of covariance (MANCOVA) revealed that self-efficacy was highest towards including students with intellectual disability in general PE class and lowest towards students with physical disabilities. Having previous experience of observing a PE teacher teaching a student with a disability significantly influenced participants’ self-efficacy. Participants’ attitudes toward inclusion were only significant with participants’ self-efficacy toward students with physical disabilities. The findings suggest that observing a role model significantly predicts self-efficacy toward the inclusion of students with a disability.

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Kalargyrou, Valentini, William Pettinico, and Po-Ju Chen. "Attitudes toward people with physical disabilities: An examination of social context, discipline, disability type, and demographics." Journal of Vocational Rehabilitation 54, no. 2 (March 15, 2021): 117–33. http://dx.doi.org/10.3233/jvr-201124.

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BACKGROUND: Despite the existence of studies examining attitudes toward people with disabilities (PWDs) in a workplace context, little is known about attitudes in other social contexts such as dating and marriage. OBJECTIVE: The purpose of this study is threefold. First, the study seeks to examine how social context (i.e., work, dating, marriage) influences attitudes toward people with physical disabilities (PWPDs). Second, it examines potential influence of participant characteristics (i.e., gender, major, disability education, and frequency of contact). Third, it explores whether attitudes vary across different disability types. METHODS: To measure the influence of social context on attitudes toward PWPDs, the study used the Disability Social Relationship Scale (DSR), which was completed by 395 undergraduate students in Austria. RESULTS: Participants demonstrate more positive attitudes toward PWPDs in the workplace than in the social contexts of dating and marriage. Participants who had more frequent contact with PWDs (i.e., in a workplace/service setting or in a personal relationship) demonstrate more positive attitudes toward PWPDs. Participants have more positive attitudes toward some disability types (i.e., deafness/hardness of hearing) than others (blindness/visual impairment). CONCLUSION: We offer recommendations for future research and practice aimed at creating awareness of biases toward PWDs while promoting social justice.

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Aydın, Aydan, and Emrah Tekneci. "Attitudes towards profession and anxiety levels of education of mentally handicapped students." Pegem Eğitim ve Öğretim Dergisi 3, no. 2 (June 1, 2013): 01–12. http://dx.doi.org/10.14527/v3n2m1.

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The purpose of this study is to determine the relationship between mental disability teaching students' attitudes toward teaching and their concern level. The sample of this study contains a total of 410 first and fourth grade students of special education department, mental disability teaching section in Anadolu university(114 students), Ondokuz mayıs university(73 students), Gazi unversity(79 students ) Marmara university(75 students ) and Selçuk university(69 students ) at 2009-2010 academic year. In this study as a data collection tool "teaching profession attitude scale" developed by Çetin(2006) is used in purpose of determining mental disability teaching candidates' attitudes towards profession; "state- continuity concern scale" developed by Spielberg(1979) is used to determine concern levels and "personel information form " is used in purpose of gathering information about teacher candidates. As a conclusion of the study ,it is suggested that fourth grade students' scale scores of attitudes towards teaching profession is higher than that of first grade students. state continuity concern scale scores of Mental disability teaching students who has participated in this study is changeable according to grade levels. Also mental disability teacher candidates' attitudes towards this profession is differing by variants like gender and whether or not working at the field. State and continuity concern levels are changed by gender variant but not changed by whether or not working at the field variant.

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Shrestha, Susmita, Yogendra Amatya, and Anup Ghimire. "Attitudes towards disabled persons scale in Nepali: development and validation." International Journal of Otorhinolaryngology and Head and Neck Surgery 7, no. 2 (January 25, 2021): 234. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20210064.

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Background: Continuous advocacy regarding the attitudes of individuals towards individuals with disabilities in the United States, public awareness is still mostly negative. For Persons with disabilities, research has highlighted the fact that these negative attitudes do interfere with their work environment, affecting their self-esteem and health care. Attitude of general population towards person with disability has not been studied. There is hardly any literature regarding the attitude of common people towards person with disability in Nepal. The objective was to translate and validate attitudes towards disabled persons (ATDP) scale into Nepali language. In addition, it was also attempted to compare the attitudes towards persons with disability across gender.Methods: A survey method using questionnaire was conducted and administered on people of Nepal. Attitudes toward disabled persons scale were first translated into Nepali language as per the guidelines by WHO. The translated scale was administered on 114 native Nepali speakers for validation. Internal consistency and gender differences in ATDP scores were calculated. Results: The results of the study showed that the questionnaire had good internal consistency. There was no significant difference in scores across gender. ATDP scores obtained from Nepali population were lower than the scores from other developed countries.Conclusions: The present study indicates that the translated and validated version of ATDP scale in Nepali language can be used as a standard tool in assessing attitudes towards person with disability in Nepal.

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Arcangeli, Laura, Alice Bacherini, Cristina Gaggioli, Moira Sannipoli, and Giulia Balboni. "Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers." International Journal of Environmental Research and Public Health 17, no. 19 (October 7, 2020): 7325. http://dx.doi.org/10.3390/ijerph17197325.

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The attitudes of teachers toward intellectual disability (ID) contribute to an effective school inclusion of students with ID, thereby enhancing their quality of life. The present study was aimed at investigating the attitude differences toward ID of mainstream and special-education teachers in Italy and the general and specific teachers’ characteristics most related to these attitudes. An online version of the Attitudes toward Intellectual Disability (ATTID) questionnaire was filled by 307 mainstream teachers and 237 special-education teachers. The findings show that special-education teachers held more positive attitudes. Specific ATTID dimensions were positively affected for both types of teachers by previous training in special education/ID, perceived support, and promotion of positive attitudes toward ID, in addition to the quality of relationships with individuals with ID, while they were positively affected for special-education teachers by perceived efficacy of ID knowledge. No or very limited effects were observed for previous experience in teaching students with typical development or ID (even with severe/profound ID). Fostering resources to provide teachers with high-quality training, support, and resources and strategies to promote positive attitudes toward ID seems a relevant approach leading to favorable attitudes, thereby improving the quality of life of students with ID.

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Hall, Elizabeth W. "The Effects of Disability Awareness Trainings with Career and Technical Educators Teaching in High Need Rural Schools." Rural Special Education Quarterly 26, no. 3 (September 2007): 16–24. http://dx.doi.org/10.1177/875687050702600303.

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The purpose of this study was to investigate the effectiveness of a series of disability awareness workshops and their effects on rural career and technical education teachers who have students with disabilities in their classrooms. Two research questions were posed: (a) Will career and technical education teachers who receive a disability awareness workshop demonstrate a greater knowledge base in disability issues and legislation? and (b) Will employees who receive a disability awareness workshop alter their attitudes toward students with disabilities? Sixteen career and technical education teachers from the Genesee Valley Board of Cooperative Educational Services (BOCES) participated in this study. The teachers attended four disability awareness workshops over the span of one school year. The Facts on Disabilities Scale (FAD) and the Interaction with Disabled Persons Scale (IDP) were used as pretest/posttest measurements of knowledge about disabilities and attitudes towards students with disabilities. Results indicated an increase in degree of knowledge of issues pertinent to people with disabilities and an increase in positive attitudes toward a person with a disability.

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Maria. "Attitudes Toward Disability and Social Inclusion: An Exploratory Analysis." EUROPEAN RESEARCH STUDIES JOURNAL XIII, Issue 3 (November 1, 2010): 83–108. http://dx.doi.org/10.35808/ersj/288.

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Kaiser, Susan B., Stacy B. Wingate, Carla M. Freeman, and Joan L. Chandler. "Acceptance of physical disability and attitudes toward personal appearance." Rehabilitation Psychology 32, no. 1 (1987): 51–58. http://dx.doi.org/10.1037/0090-5550.32.1.51.

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Morin, D., A. G. Crocker, R. Beaulieu-Bergeron, and J. Caron. "Validation of the attitudes toward intellectual disability - ATTID questionnaire." Journal of Intellectual Disability Research 57, no. 3 (April 25, 2012): 268–78. http://dx.doi.org/10.1111/j.1365-2788.2012.01559.x.

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Kaiser, Susan B., Stacy B. Wingate, Carla M. Freeman, and Joan L. Chandler. "Acceptance of physical disability and attitudes toward personal appearance." Rehabilitation Psychology 32, no. 1 (1987): 51–58. http://dx.doi.org/10.1037/h0091558.

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Horner-Johnson, W., C. Keys, D. Henry, K. Yamaki, F. Oi, K. Watanabe, H. Shimada, and I. Fugjimura. "Attitudes of Japanese students toward people with intellectual disability." Journal of Intellectual Disability Research 46, no. 5 (May 28, 2002): 365–78. http://dx.doi.org/10.1046/j.1365-2788.2002.00406.x.

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Tolor, Alexander, and Daniel Geller. "Psychologists’ Attitudes toward Children Having Various Disabilities." Psychological Reports 60, no. 3_part_2 (June 1987): 1177–78. http://dx.doi.org/10.1177/0033294187060003-234.1.

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Psychologists’ attitudes toward various disabling conditions in children were assessed on three different measures, an Adoption Scale, a Semantic Differential measure, and a Social Distance Scale. Respondents were 61 members of two state psychological associations. Disability-specific and measure-specific attitudes differed from those reported in the literature for other groups.

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Mohay, Heather, and Emma Reid. "The Inclusion of Children with a Disability in Child Care: The Influence of Experience, Training and Attitudes of Childcare Staff." Australasian Journal of Early Childhood 31, no. 1 (March 2006): 35–42. http://dx.doi.org/10.1177/183693910603100106.

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Seventy-seven directors of childcare centres and 77 childcare staff were surveyed about their training to work with children with a disability, experience with these children, attitudes to disability, inclusive practices and barriers to inclusion. General support was expressed for the inclusion of children with a disability in child care, especially if the disability was mild. Some disabilities, e.g. speech and language problems, were viewed more favourably than others, e.g. acquired brain damage. Training for working with children who have a disability was associated with positive attitudes toward people with a disability. Directors currently including children with a disability in their program had significantly more training and experience with such children than other directors, although there was no difference in attitude to disability. Training and experience appeared to increase feelings of control over the provision of services for children with a disability.

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Patrick, George D. "Improving Attitudes Toward Disabled Persons." Adapted Physical Activity Quarterly 4, no. 4 (October 1987): 316–25. http://dx.doi.org/10.1123/apaq.4.4.316.

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The degree to which physical education majors’ attitudes toward disabled persons improved after taking an adapted physical education course was examined in this study. Participants included 179 undergraduate students from a large university, some of whom were exposed to course lectures, clinic contact with disabled individuals, relevant films, disability simulations, and readings. A Solomon four-group design was used. Two groups received the course in adapted physical education (pretest-posttest, n=47; posttest only, n=45), and two control groups were not enrolled (pretest-posttest, n=44; posttest only, n=43). Data were collected using the Attitudes Toward Disabled Persons Scale (Yuker, Block, & Younng, 1966). The results indicated significant change of the two treatment groups, leading to improved attitudes toward disabled persons. Secondary findings included the reactivity to pretesting for students in the experimental condition and no statistically significant effects of gender and age.

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von Sikorski, Christian, and Thomas Schierl. "Attitudes in Context." Journal of Media Psychology 26, no. 2 (May 1, 2014): 70–80. http://dx.doi.org/10.1027/1864-1105/a000113.

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The stereotypical media coverage of persons with physical disabilities (PWDs) has been repeatedly criticized, because biased depictions of PWDs can negatively affect nondisabled recipients’ attitudinal evaluations of PWDs. However, it remains unclear how the superordinate context of disability, which is frequently used by journalists to depict PWDs in the media – or other contexts (e.g., sports) – affect recipients’ attitudes toward those PWDs portrayed in the media. Potential context effects were analyzed with the help of two experiments (between-subjects design). In Study 1, nondisabled participants (N = 97) were randomly assigned to four groups. The context was manipulated by subliminally (30 ms) exposing participants to different textual primes of disability, sports, politics, and no prime (control group). Participants subsequently evaluated a visually depicted PWD (arm amputation). In Study 2, nondisabled participants (N = 63) were randomly assigned to three groups, and they read an illustrated print article (the same picture as in Study 1 was used). The context was manipulated with the help of specific news cues (disability, sports, politics), while the rest of the article remained unchanged. In both studies, the context of disability significantly lowered participants’ evaluations of the PWD. In contrast, sports – in both studies – had a systematically positive impact on participants’ attitudes toward the PWD. Furthermore, the general acceptance of PWDs in society was perceived to be more positive with sports cues in Study 2. Implications for the media coverage of PWDs are discussed.

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Stowe, Matthew J., H. Rutherford Turnbull, Ray Pence, Jennifer Rack, Suzanne Schrandt, and Lesley Laub. "The Importance of Attitudes toward and Understanding of Disability and Science in the Age of Genetics." Research and Practice for Persons with Severe Disabilities 32, no. 3 (September 2007): 190–206. http://dx.doi.org/10.2511/rpsd.32.3.190.

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This article reports concerns among disability community members that the implications of genetic research will be driven by mistaken beliefs about genetics and negative attitudes toward disability as identified in a qualitative study funded by the National Human Genome Research Institute. In addition to reporting the nature and the context of disability community concerns related to perceptions of disability and of human genetics, the authors discuss the historic role of attitudes toward disability and science in popularizing eugenics in early 20th century America as evidence of the seriousness of these concerns.

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Breen, Jonathon S. "Developing the Co-Worker Acceptance of Disabled Employees (CADE) Scale." Australian Journal of Rehabilitation Counselling 25, no. 1 (July 2019): 1–14. http://dx.doi.org/10.1017/jrc.2019.6.

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AbstractThere are a number of scales intended to measure workplace attitudes toward people with disabilities. However, there is limited demonstration of validity evidence, especially theoretical validity. This article reports on the development of the Co-Worker Acceptance of Disabled Employees (CADE) Scale, including an examination of theoretical and empirical validity evidences. Theoretical validity is supported by screening each scale item through the difference model of disability. Empirical validity evidence is generated through a content validity study and an initial validity study. Exploratory factor analysis reveals that workplace attitudes toward employees with disabilities are based on perceived differences between those with disabilities and others. The CADE Scale will support workplace training and provide evidence of attitude change subsequent to workplace disability-related interventions.

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Hutzler, Yeshayahu, and Einas Daniel-Shama. "Attitudes and Self-Efficacy of Arabic-speaking Physical Education Teachers in Israel toward Including Children with Disabilities." International Journal of Social Science Studies 5, no. 10 (September 25, 2017): 28. http://dx.doi.org/10.11114/ijsss.v5i10.2668.

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The purpose of this study was to explore the attitudes and self-efficacy (SE) of physical education (PE) teachers in the Arabic-speaking educational sector in Israel toward including children with disability in their classes, utilizing translated questionnaires. The specific goals were (a) to describe the structure and internal consistency of the responses to the Attitudes Toward Inclusion in Physical Education (ATIPE) and Situation Specific Self-Efficacy (SE-ASPE) questionnaires of an Arabic-speaking PE teachers' sample, (b) to assess the effect of selected background variables on attitudes and SE in the study population, (c) to determine the association between SE and attitudes toward including children with disabilities in PE in the study population, and (d) to describe the differences in PE teachers' SE toward including children with different disabilities. The results indicated a bi-dimensional factor structure of the ATIPE and an unidimensional structure of each of the SE-ASPE subscales: intellectual disability (ID), physical disability (PD), and visual impairment (VI), and confirmed an internal reliability. The impact of background variables on attitudes and SE indicated that females had more favorable attitudes and SE than males, age had a small significant impact, training, and experience in inclusion of children with disability had a significant impact. Finally, it was found that the SE toward including children with VI was lower than toward ID and PD. Based on our findings it can be recommended that the training processes be strengthened, and include continuous education workshops on inclusion with an emphasis on VI.

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Matt, Susan B. "Nurses with disabilities: a pilot test of the Nurses’ Attitudes toward Nurses with Disabilities Scale." Journal of Research in Nursing 17, no. 4 (June 28, 2011): 376–92. http://dx.doi.org/10.1177/1744987111406523.

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The aims of this pilot study were to describe registered nurses’ attitudes toward nurses with disabilities in the hospital nursing work force, explore factors contributing to these attitudes and explore the concept of disability climate in the hospital workplace. The web-based 37-item Nurses’ Attitudes toward Nurses with Disabilities Scale (NANDS) was administered to a convenience sample of 131 registered nurses working in three urban tertiary care hospitals. Respondents with experience caring for patients with disabilities indicated a significantly more positive perception of accessibility in the workplace and more positive attitudes toward the capability of nurses with disabilities than those without patient exposure. Respondents with higher levels of education indicated a higher level of Americans with Disabilities Act awareness. The disability climate was significantly more positive in outpatient clinics than in intensive care unit environments. Nurses with physical and sensory disabilities may feel more welcomed in areas serving patients with lower acuities. Greater exposure to individuals with disabilities positively impacts attitudes toward this population. The NANDS may be useful to assist employers and nursing administrators in assessing and creating healthy, disability-friendly work environments that promote a positive disability climate and improve the work experience for nurses with disabilities.

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Thomas, Rhian, and John Rose. "School inclusion and attitudes toward people with an intellectual disability." Journal of Policy and Practice in Intellectual Disabilities 17, no. 2 (July 23, 2019): 116–22. http://dx.doi.org/10.1111/jppi.12322.

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McCaughey, Tiffany J., and Douglas C. Strohmer. "Prototypes as an Indirect Measure of Attitudes Toward Disability Groups." Rehabilitation Counseling Bulletin 48, no. 2 (January 2005): 89–99. http://dx.doi.org/10.1177/00343552050480020301.

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Rosenbaum, Peter L., Robert W. Armstrong, and Susanne M. King. "Determinants of Children's Attitudes Toward Disability: A Review of Evidence." Children's Health Care 17, no. 1 (June 1988): 32–39. http://dx.doi.org/10.1207/s15326888chc1701_5.

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TACHIBANA, TOSHIAKI. "SCHEMATA AND ATTITUDES TOWARD PERSONS WITH INTELLECTUAL DISABILITY IN JAPAN." Psychological Reports 93, no. 8 (2003): 1161. http://dx.doi.org/10.2466/pr0.93.8.1161-1172.

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TACHIBANA, TOSHIAKI. "SCHEMATA AND ATTITUDES TOWARD PERSONS WITH INTELLECTUAL DISABILITY IN JAPAN." Psychological Reports 93, no. 7 (2003): 1161. http://dx.doi.org/10.2466/pr0.93.7.1161-1172.

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Tervo, Raymond C., Scott Azuma, Glen Palmer, and Pat Redinius. "Medical students' attitudes toward persons with disability: A comparative study." Archives of Physical Medicine and Rehabilitation 83, no. 11 (November 2002): 1537–42. http://dx.doi.org/10.1053/apmr.2002.34620.

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Stone, Sharon Dale. "Disability, Dependence, and Old Age: Problematic Constructions." Canadian Journal on Aging / La Revue canadienne du vieillissement 22, no. 1 (2003): 59–67. http://dx.doi.org/10.1017/s0714980800003731.

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ABSTRACTThis paper argues that fear of aging can more precisely be recognized as a fear of disability and that fear of disability can be centrally understood as a fear of dependence. Accordingly, we are not likely to see old people being treated as important members of society until we see a change in attitudes towards disability. The argument is developed with reference to a consideration of attitudes toward and treatment of elders and people with disabilities, a consideration of the social construction of dependency, and an examination of statistics on the Canadian population of people with disabilities. The ubiquity of disability across all age groups means that there needs to be a re-conceptualization of disability as part of the human experience.

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Barr, Jason J., and Kristi Bracchitta. "Attitudes Toward Individuals With Disabilities: The Effects of Age, Gender, and Relationship." Journal of Relationships Research 3 (July 5, 2012): 10–17. http://dx.doi.org/10.1017/jrr.2012.1.

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Attitudes toward individuals with disabilities are influenced by the amount of contact one has with such individuals. This research investigated if the relationship a person has with individuals with disabilities is associated with positive attitudes more so than mere contact with such individuals. Increased contact with friends with disabilities and activities with individuals with disabilities were associated with more positive altitudes. Contact with relatives and classmates with a disability was not associated with more positive attitudes. Age and gender were found to moderate these relationships. Contact with friends with disabilities increased positive attitudes for younger but not older participants. Contact with classmates with disabilities decreased positive attitudes for males but not females. This research can help us better understand disability-related bias.

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Mangili, Edoardo, Marco Ponteri, Chiara Buizza, and Giuseppe Rossi. "Attitudes toward disabilities and mental illness in work settings: a review." Epidemiologia e Psichiatria Sociale 13, no. 1 (March 2004): 29–46. http://dx.doi.org/10.1017/s1121189x00003213.

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SummaryAims – The aim of the present work is to analyse employers' and employees' attitudes towards the job integration of people with mental illness or disability and to highlight the socio-demographic and organizational characteristic that are more significantly associated with such attitudes. Method – We performedPsycINFO, AskERIC and Medlinesearches for studies published from 1961 to 2002, with key words such asattitudes, stigma, schizophrenia, mental illness, disability, employers, employees, co-workers and supported employment. Results – Our review of the literature showed that the possibility for people with severe mental illness or disability to enter job market is limited by the discriminating attitudes of employers. The socio-demographic and organizational characteristics, which are more significantly associated with employers' more positive attitudes, are: dimension of the company, previous positive contact with people with disability and employers' high educational level. Conclusions – Such information could be useful to identify and, perhaps, select those companies, which can be predicted as more likely to accept people with mental disorders as part of their work force; they could also be used to train job applicants to improve their social skills. Finally such information could be used to plan specific programs to modify attitudes of employees and employers.Declaration of Interestsin the last two years, the authors have been paid by the IRCCS Centro San Giovanni di Dio Fatebenefratelli in Brescia (Italy), either as employees, or through research assistantships, or as free professionals.

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Journal articles on the topic 'Disability (attitudes toward)'

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