Children＇s attitudes toward their disabled peers impact the process of scholastic integration of children with special needs. The study aimed to measure the impact of students＇ gender on their attitudes toward disab...Children＇s attitudes toward their disabled peers impact the process of scholastic integration of children with special needs. The study aimed to measure the impact of students＇ gender on their attitudes toward disability. It used the CATCH test （Chedoke-McMaster Attitudes Toward Children With Handicaps） for measuring children＇s attitudes. In the study participated 1,050 students. Also interviews and focus groups with the teachers were made in order to get their opinions about pupils＇ attitudes toward their disabled peers. Based on the analysis of the data, it resulted that the attitude of pupils toward their peers with disabilities was positive. Affective components and behavioral ones were favorable, while the cognitive component was not favorable. The gender of the pupils affects the general attitude and the results of affective and behavioral components of attitude of pupils toward their peers with disabilities. There is no statistically based relationship between gender and the results of cognitive component of attitude of pupils toward their peers with disabilities. There are given some recommendations in order to promote positive attitudes toward pupils with disabilities and to improve the process and structure of learning.展开更多
文摘Children＇s attitudes toward their disabled peers impact the process of scholastic integration of children with special needs. The study aimed to measure the impact of students＇ gender on their attitudes toward disability. It used the CATCH test （Chedoke-McMaster Attitudes Toward Children With Handicaps） for measuring children＇s attitudes. In the study participated 1,050 students. Also interviews and focus groups with the teachers were made in order to get their opinions about pupils＇ attitudes toward their disabled peers. Based on the analysis of the data, it resulted that the attitude of pupils toward their peers with disabilities was positive. Affective components and behavioral ones were favorable, while the cognitive component was not favorable. The gender of the pupils affects the general attitude and the results of affective and behavioral components of attitude of pupils toward their peers with disabilities. There is no statistically based relationship between gender and the results of cognitive component of attitude of pupils toward their peers with disabilities. There are given some recommendations in order to promote positive attitudes toward pupils with disabilities and to improve the process and structure of learning.
