Inclusive Education and the Cultural Representation of Disability and Disabled People: Recipe for Disaster or Catalyst for Change? An Examination of Non-Disabled Primary School Children's Attitudes to Children with Disabilities

Autor/in	Hodkinson, Alan
Titel	Inclusive Education and the Cultural Representation of Disability and Disabled People: Recipe for Disaster or Catalyst for Change? An Examination of Non-Disabled Primary School Children's Attitudes to Children with Disabilities
Quelle	In: Research in Education, 77 (2007), S.56-76 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
Schlagwörter	Inclusive Schools; Negative Attitudes; Disabilities; Attitudes toward Disabilities; Mainstreaming; Elementary School Students; Student Attitudes; Gender Differences; Social Attitudes; Educational Environment; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Negative Fixierung; Handicap; Behinderung; Schülerverhalten; Geschlechterkonflikt; Social attidude; Soziale Einstellung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Großbritannien
Abstract	The government's policy of inclusive education has received widespread support from educationalists and parents alike. The government argues that barriers to inclusion can be broken down with continuing professional development courses for teachers and by more effective multi-agency partnerships. It seems not to have considered how children's own attitudes may affect inclusionary practice. This small-scale study examines fifty-three non-disabled primary-age children's conceptualisation of disability. From the findings it is argued that non-disabled children have a narrow conceptualisation of disability that is firmly located within the sphere of medical deficit. Additionally, the participants held negative attitudes to disability and disabled children, attitudes which appeared unchanged by greater interaction with disabled children. The study argues that non-disabled children need to be educated about inclusive education and that further research is needed into how children conceptualise disability. (Contains 2 figures and 8 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10