Influences on attitudes towards children with mental handicap

ABSTRACT

A sample of 125 girls in third and sixth class in two non‐urban primary schools were given a questionnaire to assess their attitudes towards children with mental handicap. One school was integrated with two special classes of children with moderate mental handicap, the other school was not integrated. Results indicate that the girls in the integrated school are significantly more prosocial along dimensions having to do with sociability with, and social concern for, children with mental handicap. Comparisons between this data set and a similar urban one reveal urban/non‐urban differences in both attitude and understanding of academic difficulties. An intervention programme in the integrated school was evaluated and changes were noted in the attitudes of participants, reflecting a maturing of the relationship towards children with mental handicap.