Referencias

• Aberson, C. L. & Haag, S. C. (2007). Contact, perspective taking, and anxiety as predictors of stereotype endorsement, explicit attitudes, and implicit attitudes. Group Processes Intergroup Relations, 10, 179–201.
   Web of Science ®Google Scholar
• Aberson, C. L., Shoemaker, C. & Tomolillo, C. M. (2004). Implicit bias and contact: The role of interethnic friendships. Journal of Social Psychology, 144, 335–347.
   PubMed Web of Science ®Google Scholar
• Ainscow, M., Booth, T. & Dyson, A. (2004). Understanding and developing inclusive practices in schools: A collaborative action research network. International Journal of Inclusive Education, 8, 125–132.
   Google Scholar
• Allport, G. W. (1954). The nature of prejudice. Cambridge: Addison-Wesley.
   Google Scholar
• Banse, R., Seis, J. & Zerbes, N. (2001). Implicit attitudes toward homosexuality: Reliability, validity, and controllability of the IAT. Zeitschrift für Experimentelle Psychologie, 48, 145–160.
   PubMedGoogle Scholar
• Brewer, M. & Gaertner, S. L. (2001). Toward reduction of prejudice: Intergroup contact and social categorization. En R. Brown & S. Gaertner (Eds.), Blackwell handbook of social psychology: Intergroup processes (pp. 451–476). Massachusetts: Blackwell Publishers.
   Google Scholar
• Brown, R., Eller, A., Leeds, S. & Stace, K. (2007). Intergroup contact and intergroup attitudes: A longitudinal study. European Journal of Social Psychology, 37, 692–703.
   Web of Science ®Google Scholar
• Brown, R. & Hewstone, H. (2005). An integrative theory of intergroup contact. En M. Zanna (Ed.), Advances in Experimental Social Psychology (Vol. 37, pp. 255–343). San Diego, CA: Academic Press.
   Google Scholar
• Bunch, G. & Valeo, A. (2004). Student attitudes toward peers with disabilities in inclusive and special education schools. Disability & Society, 19, 61–76.
   Web of Science ®Google Scholar
• Cameron, L. & Rutland, A. (2006). Extended contact through story reading in school: Reducing children's prejudice toward the disabled. Journal of Social Issues, 62, 469–488.
   Web of Science ®Google Scholar
• Carney, D. R., Nosek, B. A., Greenwald, A. G. & Banaji, M. R. (2007). Implicit Association Test (IAT). En R. Baumeister & K. Vohs (Eds.), Encyclopedia of Social Psychology (pp. 463–464). Thousand Oaks, CA: SAGE.
   Google Scholar
• Cuckle, P. (1999). Getting in and staying there; children with Down syndrome in mainstream schools. Down Syndrome Research and Practice, 6, 95–99.
   PubMedGoogle Scholar
• Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology, 56, 5–18.
   Web of Science ®Google Scholar
• Fiske, S. T., Cuddy, A. J., Glick, P. & Xu, J. (2002). A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. Journal of Personality and Social Psychology, 82 (6), 878–902.
   PubMed Web of Science ®Google Scholar
• Gannon, S. & Mcgilloway, S. (2009). Children's attitudes toward their peers with Down syndrome in schools in rural Ireland: An exploratory study. European Journal of Special Needs Education, 24, 455–463.
   Google Scholar
• Glick, P. & Fiske, S. T. (2001). Ambivalent stereotypes as legitimizing ideologies: Differentiating paternalistic and envious prejudice. En J. T. Jost & B. Major (Eds.), The psychology of legitimacy: Ideology, justice, and intergroup relations (pp. 278–306). Nueva York: Cambridge University Press.
   Google Scholar
• Greenwald, A. & Banaji, M. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 104, 4–27.
   Google Scholar
• Greenwald, A. G., Banaji, M. R., Rudman, L. A., Farnham, S. D., Nosek, B. A. & Mellot, D. S. (2002). A unified theory of implicit attitudes, stereotypes, self-esteem, and self-concept. Psychological Review, 109, 3–25.
   PubMed Web of Science ®Google Scholar
• Greenwald, A. G., Mcghee, D. E. & Schwartz, J. L. K. (1998). Measuring individual differences in implicit cognition: The Implicit Association Test. Journal of Personality and Social Psychology, 74, 1464–1480.
   PubMed Web of Science ®Google Scholar
• Haye, A., González, R., ORDÓÑEZ, G., Bohner, G., Siebler, F., Sirlopú, D., Millar, A., De Tezanos-pinto, P. & Torres, D. (2010). System-perpetuating asymmetries between explicit and implicit intergroup attitudes among indigenous and non-indigenous Chileans. Asian Journal of Social Psychology, 13, 163–172.
   Web of Science ®Google Scholar
• INFORME DE LA COMISIÓN DE EXPERTOS (2004). Nueva perspectiva y visión de la educación especial. Santiago de Chile: MINEDUC.
   Google Scholar
• INVESTIGACIÓN UMCE (2008). Estudio de la calidad de la integración escolar. Resumen Ejecutivo. Santiago de Chile: MINEDUC.
   Google Scholar
• Jelenec, P. Y. & Steffens, M. C. (2002). Implicit attitudes toward elderly women and men. Current Research in Social Psychology, 7, 275–293.
   Google Scholar
• Karpinski, A. & Hilton, J. L. (2001). Attitudes and the Implicit Association Test. Journal of Personality and Social Psychology, 81, 774–788.
   PubMed Web of Science ®Google Scholar
• Laws, G., Taylor, M., Bennie, S. & Buckley, S. (1996). Classroom behaviour, language competence, and the acceptance of children with Down syndrome by their mainstream peers. Down Syndrome Research and Practice, 4, 100–109.
   Google Scholar
• Maras, P. & Brown, R. (1996). Effects of contact on children's attitudes toward disability: A longitudinal study. Journal of Applied Social Psychology, 26, 2113–2134.
   Web of Science ®Google Scholar
• Moreira, L. & Gusmão, F. (2002). Aspectos genéticos e sociais da sexualidade em pessoas com síndrome de Down. Revista Brasileira de Psiquiatría, 24, 94–99.
   Google Scholar
• Navas, L., Torregrosa, G. & Mula, A. (2004). Algunas variables predictoras de las actitudes del alumnado ante la integración escolar. Revista de Psicología Social, 19, 159–171
   Google Scholar
• Nazer, J., Aguila, A. & Cifuentes, L. (2006). Vigilancia epidemiológica del síndrome de Down en Chile: 1972 a 2005. Revista Médica de Chile, 134, 1549–1557.
   PubMedGoogle Scholar
• Nosek, B. A., Greenwald, A. G. & Banaji, M. R. (2007). The Implicit Association Test at age 7: A methodological and conceptual review. En J. A. Bargh (Ed.), Social psychology and the unconscious: The automaticity of higher mental processes (pp. 265–292). Nueva York: Psychology Press.
   Google Scholar
• Nosek, B. A., Smyth, F. L., Hansen, J. J., Devos, T., Lindner, N. M., Ranganath, K. A., Smith, C.T., Olson, K.R., Chugh, D., Greenwald, A. G. & Banaji, M. R. (2007). Pervasiveness and correlates of implicit attitudes and stereotypes. European Review of Social Psychology, 18, 36–88.
   Web of Science ®Google Scholar
• Olson, M. A. & Fazio, R. H. (2009). Implicit and explicit measures of attitudes. The perspective of the MODE model. En R. E. Petty, R. H. Fazio & P. Briñol (Eds.), Attitudes. Insights from the new implicit measures (pp. 19–63). Nueva York: Psychology Press.
   Google Scholar
• Pettigrew, T. F. & Meertens, R. W. (1995). Subtle and blatant prejudice in Western Europe. European Journal of Social Psychology, 25, 57–75.
   Web of Science ®Google Scholar
• Pettigrew, T. F. & Tropp, L. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751–783.
   PubMed Web of Science ®Google Scholar
• Riek, B. M., Mania, E. W. & Gaertner, S. L. (2006). Intergroup threat and outgroup attitudes: A meta-analytic review. Personality and Social Psychology Review, 10, 336–353.
   PubMed Web of Science ®Google Scholar
• Rodríguez-bailón, R., Ruiz, J. & Moya, M. (2009). The impact of music on automatically activated attitudes: Flamenco and gypsy people. Group Processes Intergroup Relations, 12, 381–396.
   Web of Science ®Google Scholar
• Scheepstra, A. J. M., Nakken, H. & Pijl, S. J. (1999). Contacts with classmates: The social position of pupils with Down's syndrome in Dutch mainstream education. European Journal of Special Needs Education, 14, 212–220.
   Google Scholar
• Sirlopú, D., González, R., Bohner, G., Siebler, F., ORDÓÑEZ, G., Millar, A., Torres, D. & De Tezanos-pinto, P. (2008). Promoting positive attitudes toward people with Down Syndrome: The benefit of school inclusion programs. Journal of Applied Social Psychology, 38, 2710–2736.
   Web of Science ®Google Scholar
• Staub, D. & Peck, C. A. (1994). What are the outcomes for nondisabled students? Educational Leadership, 61, 36–39.
   Google Scholar
• Stephan, W. G. & Stephan, C. W. (1985). Intergroup anxiety. Journal of Social Issues, 41, 157–175.
   Web of Science ®Google Scholar
• Turiel, E. (2010). Snap judgment? Not so fast: Thought, reasoning, and choice as psychological realities. Human Development, 53, 105–109.
   Web of Science ®Google Scholar
• Voci, A. & Hewstone, M. (2003). Intergroup contact and prejudice toward immigrants in Italy: The mediational role of anxiety and the moderational role of group salience. Group Processes and Intergroup Relations, 6, 37–54.
   Web of Science ®Google Scholar