Abstract
Elementary school is a transitional and impressionable period for any child. In inclusive classroom settings, children with disabilities may experience the challenges of acceptance and integration into peer relationships. The experience of children with disabilities in such classrooms can be positive if their classmates are accepting and open. One way to encourage these attitudes is by increasing awareness through disability-simulation. This study evaluates an existing school program, whose goal is to increase acceptance of others with disability. We surveyed students to assess the influence of the program. An adapted acceptance scale was distributed to students before and after participation in the program. Our hypothesis was that student acceptance would increase after participating in the program. Additionally, we hypothesized that physical, visual, and auditory disabilities would be easier for students to understand, making acceptance scores for these disabilities higher than those for a learning disability. We report changes in acceptance using group means. Our results reveal that post-survey responses showed higher acceptance than pre-survey responses, especially for auditory disabilities. Other significant findings include differences in attitudes between the two schools and differences based on prior experience with someone with a disability. By evaluating the effectiveness of this type of program (whose efficacy has been controversial in the literature), this study can provide teachers, administrators, genetic counselors, and parents with a better idea of how to address children’s attitudes towards peers. In our study, the effectiveness of promoting understanding through disability-simulation has proven its worth to improve children’s acceptance.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bruininks, R., Rynders, J., & Gross, J. (1974). Social acceptance of mildly retarded pupils in resource rooms and regular classes. American Journal of Mental Deficiency, 78, 377–383.
Burgstahler, S., & Doe, T. (2004). Disability-related simulations: if, when, and how to use them in professional development. The Review of Disability Studies, 1(2), 3–17.
Clore, G. L., & Jeffrey, K. M. (1972). Emotional role playing, attitude change, and attraction toward a disabled person. Journal of Personality and Social Psychology, 23, 105–111.
Colwell, C. M. (2003). Integrating disability simulations into a course for student music therapists. Music Therapy Perspectives, 21(1), 14–20.
Conant, S., & Budoff, M. (1983). Patterns of awareness in children’s understanding of disabilities. Mental Retardation, 21, 119–125.
Cooper, D. G. (2004). Promoting disability awareness in preschool. Dissertation Abstracts International: Section B: The Sciences and Engineering, 65(2-B), 641.
Cowardin, N. W. (1986). Adolescent characteristics associated with acceptance of handicapped peers. Adolescence, 84, 931–940.
Diamond, K. E., & Hestenes, L. (1996). Preschool children’s conceptions of disabilities: the salience of disability in children’s ideas about others. Topics in Early Childhood Special Education, 16, 458–475.
Eiring, K. M. (1996). Effects of disability simulation on attitudes. Dissertation. University of Wisconsin-Madison.
Favazza, P. C., & Odom, S. L. (1996). Use of the Acceptance Scale to measure attitudes of kindergarten-age children. Journal of Early Intervention, 20(3), 232–249.
Favazza, P. C., & Odom, S. L. (1997). Promoting positive attitudes of kindergarten-age children toward people with disabilities. Exceptional Children, 63, 405–418.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading: Addison-Wesley Publishing Company.
Flower, A., Burns, M., & Bottsford-Miller, N. A. (2007). Meta-analysis of disability simulation research. Remedial and Special Education, 28(2), 72–79.
French, S. (1992). Simulation exercises in disability awareness training: a critique. Disability, Handicap, & Society, 7(3), 257–266.
Goodman, H., Gottlieb, J., & Harrison, R. (1972). Social acceptance of EMRs integrated into a nongraded elementary school. American Journal of Mental Deficiency, 76, 412–417.
Gottlieb, J., & Budoff, M. (1973). Social acceptability of retarded children in nongraded schools differing in architecture. American Journal of Mental Deficiency, 78, 15–19.
Gottlieb, J., & Davis, J. (1973). Social acceptance of EMR children during overt behavioral interactions. American Journal of Mental Deficiency, 78, 141–143.
Halbran, J.D. (1967). Attitude Formation and Change. Leicester University Press.
Herbert, J. T. (2000). Simulation as a learning method to facilitate disability awareness. The Journal of Experiential Education, 23(1), 5–11.
Hestenes, L., & Carroll, D. (2000). The play interactions of young children with and without disabilities: individual and environmental influences. Early Childhood Research Quarterly, 15, 229–246.
Iano, R. P., Ayers, D., Heller, H. B., McGettigan, J. F., & Walker, V. S. (1974). Sociometric status of retarded children in an integrative program. Exceptional Children, 40, 267–271.
Ison, N., McIntyre, S., Rothery, S., Smithers-Sheedy, H., Goldsmith, S., Parsonage, S., & Foy, L. (2010). ‘Just like you’: a disability awareness programme for children that enhanced knowledge, attitudes and acceptance: pilot study findings. Developmental Neurorehabilitation, 13(5), 360–368.
Jaffe, J. (1966). Attitudes of adolescents toward the mentally retarded. American Journal of Mental Deficiency, 70, 907–912.
Kiesler, C. A., Collins, B. E., & Miller, N. (1969). Attitude change: A critical analysis of theoretical approaches. New York: Wiley.
Kiger, G. (1992). Disability simulations: logical, methodological, and ethical issues. Disability, Handicap, & Society, 7(1), 71–78.
Loovis, E. M., & Loovis, C. L. (1997). A disability awareness unit in physical education and attitudes of elementary school students. Perceptual and Motor Skills, 84(3Pt1), 768–770.
Mcgowan, J. P. (1999). The effects of disability simulations on attitudes toward persons with disabilities. Dissertation.
McHale, S., & Gamble, W. (1987). Sibling relationships and adjustment of children with disabled brothers and sisters. Journal of Children in Contemporary Society, 19, 131–158.
Nabors, L. (1997). Playmate preferences of children who are typically developing for their classmates with special needs. Mental Retardation, 35(2), 107–113.
Pfeiffer, D. (1989). Disability simulation using a wheelchair exercise. Journal of Postsecondary Education and Disability, 7(2), 53–60.
Rapier, J., Adelson, R., Carey, R., Croke, K. (1972). Changes in children’s attitudes toward the physically handicapped. Exceptional Children, 219–224.
Rillotta, F., & Nettelbeck, T. (2007). Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability. Journal of Intellectual & Development Disability, 32(1), 19–27.
Santrock, J. (2002). A topical approach to life-span development. New York: McGraw-Hill.
Sheare, J. (1978). The impact of resource programs upon the self concept and peer acceptance of learning disabled children. Psychology in the Schools, 15, 406–412.
Siperstein, G., Bopp, M., & Bak, J. (1978). Social status of learning disabled children. Journal of Learning Disabilities, 11, 98–102.
Voeltz, L. M. (1980). Children’s attitudes toward handicapped peers. American Journal of Mental Deficiency, 84(5), 455–464.
Yuker, H. E. (Ed.). (1988). Attitudes toward persons with disabilities. New York: Springer Publishing Company.
Yuker, H. E., Block, J. R., & Younng, J. H. (1970). The measurement of attitudes toward disabled persons. New York: Ina Mend Institute at Human Resources Center.
Acknowledgments
The authors would like to thank the participating schools and students for their cooperation. In addition, we would also like to thank Family Connection of South Carolina, Beth Austin, and The University of South Carolina Genetic Counseling program faculty and students for their involvement and motivation during this endeavor.
Author information
Authors and Affiliations
Corresponding author
Additional information
The authors do not have any related articles published or in press within the last year. Furthermore, the authors are in agreement about the manuscript that has been submitted.
Appendix A
Appendix A
Rights and permissions
About this article
Cite this article
Hurst, C., Corning, K. & Ferrante, R. Children’s Acceptance of Others with Disability: The Influence of a Disability-Simulation Program. J Genet Counsel 21, 873–883 (2012). https://doi.org/10.1007/s10897-012-9516-8
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10897-012-9516-8