A Qualitative Investigation of Fifth- and Sixth-grade Students’ Attitudes towards Intellectual Disability

Abstract

Research suggests that attitudes of typically developing children towards intellectual disability (ID) play an important role in the social integration and acceptance of children with IDs. To date, however, few studies have investigated children’s attitudes towards ID. The primary objective of this study was to examine the cognitive, affective, and behavioural components of children’s attitudes towards ID. Thirty-nine (14 boys, 25 girls) fifth- and sixth-grade elementary school students participated in the study. Seven focus groups were created in five different schools. Results suggested that inaccurate beliefs and negative emotions regarding ID may contribute to social and school integration problems experienced by children with IDs. The findings of the present study could be useful for the development of education and awareness programs that promote the development of more positive attitudes towards ID.

Keywords:

• Acceptance
• attitudes
• children
• focus groups
• integration
• intellectual disability
• perceptions
• social acceptance
• social integration
• qualitative

Acknowledgements

There was no research funding for this study, and no restrictions have been imposed on free access to, or publication of, the research data.