Ideas of Czech primary school pupils about intellectual disability

ABSTRACT

This study aims to analyse and describe the ideas of pupils (aged 10–15 years) about ID. Overall 2324 pupils (without disability) from 23 Czech primary schools of the so-called mainstream education participated in the study. Pupils’ concepts associated with ID were analysed using mind mapping methods. It was found that an overall frequency of concepts differed in regard to gender, the school year attended and in relation to pupils’ declared experience with people with ID. Pupils’ ideas may be described in terms of a medical paradigm of disability. ID was most often linked to an illness, a defect or impairment. Physiognomic or mental abnormalities of people with ID and their differences in behaviour were emphasised in particular. A fixed idea about their inabilities, shortcomings or their dependence on others was predominant in pupils questioned, some of whom also suggested that the care should be provided primarily in special institutions (such as care homes, hospitals and special schools, etc.). The study also discusses the implications and offers recommendations for further research.

KEYWORDS:

• Intellectual disability
• ideas
• primary school pupils
• mind mapping
• inclusion
• quantitative research
• Czech Republic

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This study is a result of the research funded by the Czech Science Foundation, grant entitled “Home Education Facts, Analyses, Diagnostics” no. [GA16-17708S].

Notes on contributors

Jakub Pivarč

Jakub Pivarč, PhD is a researcher at the Charles University & National Institute for Education, Education Counselling Centre and Centre for Continuing Education of Teachers, Prague, Czech Republic. His research focuses on educational psychology (particularly on children’s conceptions and misconceptions in the social field), inclusive education, special pedagogy.