A School-Based Intervention Addressing Peer Perceptions of Disabilities

Michelle Gamber; Cathy Shanholtz

doi:doi:10.11648/j.ijeedu.20200901.13

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A School-Based Intervention Addressing Peer Perceptions of Disabilities

Michelle Gamber, Cathy Shanholtz

Published in International Journal of Elementary Education (Volume 9, Issue 1)

Received: 7 March 2020 Accepted: 23 March 2020 Published: 7 April 2020

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Abstract

The Individuals with Disabilities Education Act (IDEA), enacted in 1975, mandates a free and public education for children with disabilities. Yet, research shows that children with disabilities still do not always feel accepted in the public school system, and there are many improvements needed for an inclusive environment to be fully realized. Better awareness of peers with disabilities in the school system allows for a positive classroom environment and learning experience for all children. Increased awareness provides the possibility of school systems to modify their curriculum to better suit individuals with disabilities. Disability awareness interventions can improve children’s knowledge about peers with disabilities and can be approached in many ways. The purpose of this study was to measure student attitudes and perceptions of individuals with disabilities in a primary school setting in rural Virginia. Results from the study indicated a positive change in the perceptions and attitudes of participants after administration of the Whitehorse Disability Kit lessons over the course of four weeks. This study supports previous similar research as the attitudes and perceptions of children with disabilities increased after implementing four weeks of lesson plans. This study demonstrates the positive impact of incorporating disability awareness programs in the school system.

Published in	International Journal of Elementary Education (Volume 9, Issue 1)
DOI	10.11648/j.ijeedu.20200901.13
Page(s)	15-19
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Disability, Inclusion, Schools, Peer Perceptions, Occupational Therapy

References

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[2]	Katsiyannis, A., Yell, M., & Bradley, R. (2001). Reflections on the 25th anniversary of the individuals with disabilities education act. Remedial and Special Education, 22, 324-334.
[3]	Lindsay, S., & McPherson, A. C. (2012). Strategies for improving disability awareness and social inclusion of children and young people with cerebral palsy. Child: Care, Health & Development, 38 (6), 809-816. doi: 10.1111/j.1365-2214.2011.01308.x
[4]	Bates, H., McCafferty, A., Quayle, E., & McKenzie, K. (2015). Review: Typically-developing students’ views and experiences of inclusive education. Disability & Rehabilitation, 37 (21), 1929–1939. https://doi.org/10.3109/09638288.2014.993433.
[5]	Lindsay, S., & Edwards, A. (2013). A systematic review of disability awareness interventions for children and youth. Disability & Rehabilitation, 35 (8), 623-646. doi: 10.3109/09638288.2012.702850.
[6]	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. doi: 10.3109/17518423.2010.496764.
[7]	Novak, A. and Barthelheim, F. J. (2012). General Education Students’ Changing Perceptions of Students with Special Needs. Current Issues in Education, v15 n2.
[8]	Campbell, J., Gilmore, L., & Cuskelly, M. (2009). Changing student teachers’ attitudes towards disability and inclusion. Journal of Intellectual & Developmental Disability, 28 (4), 369-379. doi: 10.1080/13668250310001616407.
[9]	Moore, D. and Nettelbeck, N. (2013). Effects of short-term disability awareness training on attitudes of adolescent schoolboys toward persons with a disability. Journal of Intellectual & Developmental Disability, 38 (3).
[10]	Whitehorse City Council Disability Awareness Kit (2005). Accessed here: https://www2.whitehorse.vic.gov.au/ignitionsuite/uploads/docs/Disability%20Awareness%20Resource%20Kit.pdf
[11]	ADA (2020). Definitions of Disability under ADA. Accessed February 2020 here: https://adata.org/faq/what-definition-disability-under-ada.
[12]	Kover, S. (2018). Distributional Cues to Language Learning in Children With Intellectual Disabilities. Language, Speech, and Hearing Services in School, 49, 653-667.
[13]	Kim, J., Kim, M., & Han, A. (2018). Exploring the Relationship between Types of Leisure Activities and Life Satisfaction, Health Perception, and Social Support among Korean Individuals with Physical Disabilities. American Journal of Health Behavior, 42 (4), 34-44.
[14]	Wilis, C., Reid, S., Elliot, C., Rodenberg, M., Nyquist, A., Jahnsen, R, Girdler, S. (2018). A realist evaluation of a physical activity participation intervention for children and youth with disabilities: what works, for whom, in what circumstances, and how? Willis et al. BMC Pediatric, 18. 10.1111/dmcn.12326.
[15]	De Boer, A., Pijl, S., & Minnaert, A. (2012). Students' attitudes, experiences, and perspectives on their peers with disabilities. International Journal of Disability Development and Education, 59 (4), 379-392. doi: 10.1080/1034912X.2012.723944.
[16]	McKay, C., Block, M., & Jung Yeon, P. (2015). The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education. Adapted Physical Activity Quarterly, 32 (4), 331-348. doi: 10.1123/APAQ.2015-0045.
[17]	Macmillan, M., Tarrant, M., Abraham, C., & Morris, C. (2013). The association between childrens contact with people with disabilities and their attitudes towards disability: A systematic review. Developmental Medicine & Child Neurology, 56 (6), 529-546. doi: 10.1111/dmcn.12326.
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[19]	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 & Developmental Disability, 32 (1), 19-27.
[20]	Mu, K., Brown, T., Peyton, C., Rodger, S., Huang, Y., Wu, C., & ... Hong, C. (2010). Occupational therapy students' attitudes towards inclusion education in Australia, United Kingdom, United States and Taiwan. Occupational Therapy International, 17 (1), 40-52. doi: 10.1002/oti.285
[21]	Hartley, M. T., Bauman, S., Nixon, C. L., & Davis, S. (2015). Comparative Study of Bullying Victimization Among Students in General and Special Education. Exceptional Children, 81 (2), 176-193. doi: 10.1177/0014402914551741.
[22]	Vignes C, Coley N, Grandjean H, Godeau E, & Arnaud C. (2008). Measuring children’s attitudes towards peers with disabilities: a review of instruments. Developmental Medicine & Child Neurology, 50 (3), 182–189.
[23]	Bossaert, G., & Petry, K. (2013). Factorial validity of the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH). Research in Developmental Disabilities, 34 (4), 1336–1345. https://doi-org.suproxy.su.edu/10.1016/j.ridd.2013.01.007

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APA Style

Michelle Gamber, Cathy Shanholtz. (2020). A School-Based Intervention Addressing Peer Perceptions of Disabilities. International Journal of Elementary Education, 9(1), 15-19. https://doi.org/10.11648/j.ijeedu.20200901.13

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ACS Style

Michelle Gamber; Cathy Shanholtz. A School-Based Intervention Addressing Peer Perceptions of Disabilities. Int. J. Elem. Educ. 2020, 9(1), 15-19. doi: 10.11648/j.ijeedu.20200901.13

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AMA Style

Michelle Gamber, Cathy Shanholtz. A School-Based Intervention Addressing Peer Perceptions of Disabilities. Int J Elem Educ. 2020;9(1):15-19. doi: 10.11648/j.ijeedu.20200901.13

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@article{10.11648/j.ijeedu.20200901.13,
  author = {Michelle Gamber and Cathy Shanholtz},
  title = {A School-Based Intervention Addressing Peer Perceptions of Disabilities},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {1},
  pages = {15-19},
  doi = {10.11648/j.ijeedu.20200901.13},
  url = {https://doi.org/10.11648/j.ijeedu.20200901.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200901.13},
  abstract = {The Individuals with Disabilities Education Act (IDEA), enacted in 1975, mandates a free and public education for children with disabilities. Yet, research shows that children with disabilities still do not always feel accepted in the public school system, and there are many improvements needed for an inclusive environment to be fully realized. Better awareness of peers with disabilities in the school system allows for a positive classroom environment and learning experience for all children. Increased awareness provides the possibility of school systems to modify their curriculum to better suit individuals with disabilities. Disability awareness interventions can improve children’s knowledge about peers with disabilities and can be approached in many ways. The purpose of this study was to measure student attitudes and perceptions of individuals with disabilities in a primary school setting in rural Virginia. Results from the study indicated a positive change in the perceptions and attitudes of participants after administration of the Whitehorse Disability Kit lessons over the course of four weeks. This study supports previous similar research as the attitudes and perceptions of children with disabilities increased after implementing four weeks of lesson plans. This study demonstrates the positive impact of incorporating disability awareness programs in the school system.},
 year = {2020}
}

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TY  - JOUR
T1  - A School-Based Intervention Addressing Peer Perceptions of Disabilities
AU  - Michelle Gamber
AU  - Cathy Shanholtz
Y1  - 2020/04/07
PY  - 2020
N1  - https://doi.org/10.11648/j.ijeedu.20200901.13
DO  - 10.11648/j.ijeedu.20200901.13
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 15
EP  - 19
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200901.13
AB  - The Individuals with Disabilities Education Act (IDEA), enacted in 1975, mandates a free and public education for children with disabilities. Yet, research shows that children with disabilities still do not always feel accepted in the public school system, and there are many improvements needed for an inclusive environment to be fully realized. Better awareness of peers with disabilities in the school system allows for a positive classroom environment and learning experience for all children. Increased awareness provides the possibility of school systems to modify their curriculum to better suit individuals with disabilities. Disability awareness interventions can improve children’s knowledge about peers with disabilities and can be approached in many ways. The purpose of this study was to measure student attitudes and perceptions of individuals with disabilities in a primary school setting in rural Virginia. Results from the study indicated a positive change in the perceptions and attitudes of participants after administration of the Whitehorse Disability Kit lessons over the course of four weeks. This study supports previous similar research as the attitudes and perceptions of children with disabilities increased after implementing four weeks of lesson plans. This study demonstrates the positive impact of incorporating disability awareness programs in the school system.
VL  - 9
IS  - 1
ER  -

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Author Information

Michelle Gamber

School of Health Professions, Division of Public Health, Shenandoah University, Winchester, Virginia, USA
Cathy Shanholtz

School of Health Professions, Division of Occupational Therapy, Shenandoah University, Winchester, Virginia, USA

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APA Style

Michelle Gamber, Cathy Shanholtz. (2020). A School-Based Intervention Addressing Peer Perceptions of Disabilities. International Journal of Elementary Education, 9(1), 15-19. https://doi.org/10.11648/j.ijeedu.20200901.13

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ACS Style

Michelle Gamber; Cathy Shanholtz. A School-Based Intervention Addressing Peer Perceptions of Disabilities. Int. J. Elem. Educ. 2020, 9(1), 15-19. doi: 10.11648/j.ijeedu.20200901.13

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AMA Style

Michelle Gamber, Cathy Shanholtz. A School-Based Intervention Addressing Peer Perceptions of Disabilities. Int J Elem Educ. 2020;9(1):15-19. doi: 10.11648/j.ijeedu.20200901.13

Copy | Download

@article{10.11648/j.ijeedu.20200901.13,
  author = {Michelle Gamber and Cathy Shanholtz},
  title = {A School-Based Intervention Addressing Peer Perceptions of Disabilities},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {1},
  pages = {15-19},
  doi = {10.11648/j.ijeedu.20200901.13},
  url = {https://doi.org/10.11648/j.ijeedu.20200901.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200901.13},
  abstract = {The Individuals with Disabilities Education Act (IDEA), enacted in 1975, mandates a free and public education for children with disabilities. Yet, research shows that children with disabilities still do not always feel accepted in the public school system, and there are many improvements needed for an inclusive environment to be fully realized. Better awareness of peers with disabilities in the school system allows for a positive classroom environment and learning experience for all children. Increased awareness provides the possibility of school systems to modify their curriculum to better suit individuals with disabilities. Disability awareness interventions can improve children’s knowledge about peers with disabilities and can be approached in many ways. The purpose of this study was to measure student attitudes and perceptions of individuals with disabilities in a primary school setting in rural Virginia. Results from the study indicated a positive change in the perceptions and attitudes of participants after administration of the Whitehorse Disability Kit lessons over the course of four weeks. This study supports previous similar research as the attitudes and perceptions of children with disabilities increased after implementing four weeks of lesson plans. This study demonstrates the positive impact of incorporating disability awareness programs in the school system.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - A School-Based Intervention Addressing Peer Perceptions of Disabilities
AU  - Michelle Gamber
AU  - Cathy Shanholtz
Y1  - 2020/04/07
PY  - 2020
N1  - https://doi.org/10.11648/j.ijeedu.20200901.13
DO  - 10.11648/j.ijeedu.20200901.13
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 15
EP  - 19
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200901.13
AB  - The Individuals with Disabilities Education Act (IDEA), enacted in 1975, mandates a free and public education for children with disabilities. Yet, research shows that children with disabilities still do not always feel accepted in the public school system, and there are many improvements needed for an inclusive environment to be fully realized. Better awareness of peers with disabilities in the school system allows for a positive classroom environment and learning experience for all children. Increased awareness provides the possibility of school systems to modify their curriculum to better suit individuals with disabilities. Disability awareness interventions can improve children’s knowledge about peers with disabilities and can be approached in many ways. The purpose of this study was to measure student attitudes and perceptions of individuals with disabilities in a primary school setting in rural Virginia. Results from the study indicated a positive change in the perceptions and attitudes of participants after administration of the Whitehorse Disability Kit lessons over the course of four weeks. This study supports previous similar research as the attitudes and perceptions of children with disabilities increased after implementing four weeks of lesson plans. This study demonstrates the positive impact of incorporating disability awareness programs in the school system.
VL  - 9
IS  - 1
ER  -

Copy | Download