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A diagram representing the main attitude themes and lack of knowledge identified in the current study and the connections linking them.
Source publication
The aim of the study was to investigate attitudes held by a British student population towards individuals with an intellectual disability. Students participated in focus groups addressing their attitudes, behaviours and perceptions of individuals with an intellectual disability. Thematic analysis was the method used to identify emergent themes. Re...
Context in source publication
Context 1
... reviewing the attitudes that emerged from this study alongside pre-existing attitude scales, it seems few measures of atti- tudes assess the full multidimensional nature of attitudes in the population studied here. This sug- gests a need to modify or develop new attitude scales so they are more representative of the British population's attitudes towards intellectual disabilities (Figure 2). ...
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Citations
... Despite the limited nature of studies about healthcare students' attitudes towards persons with ID in Ghana, studies elsewhere have provided a framework within which to situate the current study. Some studies have attempted to understand the attitudes of students towards individuals with ID [14][15][16][17][18][19]. In a cross-national study of Libya and the UK, Benomir and colleagues [19] found attitudinal differences between the participants in their study. ...
Background
Intellectual disability (ID) involves impairment of general mental abilities, restricting the participation of individuals in conceptual, social and practical activities. Consequently, rehabilitation services are critical in efforts towards promoting the social and educational inclusion of persons with ID. However, the preparedness of health professionals in performing such a role depends on their perceptions of individuals with ID. Ajzen’s theory of planned behaviour was used as theoretical framework to understand the relationship between the perceived attitude and self-efficacy of healthcare students towards persons with ID.
Method
A cross-sectional survey was conducted among healthcare students (N = 328) in a Ghanaian university. The Community Living Attitude Scale for ID(CLAS-ID) and General Self-efficacy (GSE) Scale were employed to assess their attitudes and self-efficacy towards people with ID respectively. The data were analysed using SPSS and AMOS and were subjected to a t-test, ANOVA, correlation and regression.
Result
The healthcare students were ambivalent about both self-efficacy and attitudes towards persons with ID, and there was correlation between attitudes and self-efficacy. Attitudes and self-efficacy also varied across the demographic characteristics of the respondents including age, having a relative with ID, level of study, religion, and programme of study.
Conclusion
The study underscores the necessity for healthcare curriculum reform and provides corresponding recommendations. The study emphasizes the importance of enhancing healthcare students' understanding of ID, changing their attitudes, and bolstering their self-efficacy. This is crucial to foster positive attitudes, confidence in providing support to individuals with ID, and raising awareness within the broader community. To achieve this, health educators are encouraged to incorporate exposure to individuals with ID into healthcare students' training, along with more structured field experiences designed to increase their contact and interaction with individuals with ID. Such initiatives would enable students to better understand the uniqueness and requirements of individuals with ID.
... Inclusion research mainly focuses on attitudes towards people with disabilities. Studies disaggregated by disability groups show that prejudice against and social distancing from people with intellectual disability are remarkably high (Harper & Peterson, 2001;Nowicki, 2006;Patel & Rose, 2014). Most people are pro-inclusion, but some still hold prejudice and negative beliefs about people with disabilities. ...
Background
The inclusion of people with intellectual disabilities is limited due to a high prevalence of prejudice towards this population. We reviewed studies to identify the most effective intervention methods that focus on acceptance of people with intellectual disabilities.
Method
A literature review was conducted using several databases—EBSCO, Web of Science, Google Scholar. The search resulted in 6728 articles, of which 26 met the inclusion criteria.
Results
Studies were largely consistent in reporting positive changes after interventions. Although there is no obvious pattern to determine the efficacy of an, long interventions or those involving direct contact may have the most beneficial effects on the relationships between people with and those without intellectual disabilities.
Conclusion
The evidence suggests that several types of interventions impact the knowledge, change in the attitudes, behaviour and self-related constructs that lead to the acceptance of people with intellectual disability.
... Students are the future leaders and are expected to play a central role in promoting the acceptance and full inclusion of individuals with IDs in society. Consequently, several studies have sought to understand the attitude of students toward individuals with IDs (e.g., [15,27,41,42,[45][46][47][48]). Nevertheless, cross-national studies on student attitudes toward persons with IDs are very rare, with few exceptions being Benomir et al. [32] and Sheridan and Scior [42]. ...
Background
An intellectual disability (ID) is characterized by a deficit in the functional, cognitive, and adaptive skills required for independent living. Due to the low cognitive capabilities of individuals with IDs, they have become victims of marginalization, exclusion, and denial of their fundamental rights to basic necessities in societies around the world. While efforts are being made to improve service provision to and acceptance of individuals with disabilities, the extent of communal acceptance and recognition of these individuals as equal members of society remains underexplored in sub-Saharan African countries such as Cameroon and Ghana.
Objective
As attitudes toward individuals with IDs are pivotal in shaping national policies, this cross-national study examined communal attitudes toward persons with IDs in Cameroon and Ghana.
Method
The Community Living Attitude Scale for Intellectual Disabilities (CLAS-ID) was used to collect data from a total of 741 university students in the two countries. The validity of the scale was assessed using confirmatory factor analysis and principal component analysis. The association between the background variables and attitudes was examined using t-tests, analysis of variance, linear regression, and two-way factor analysis.
Results
The results showed the validity of the CLAS-ID as a valid tool for measuring communal attitudes toward individuals with IDs in sub-Saharan Africa. The participants appeared ambivalent about attitude towards individuals with ID and other findings showed no association between attitudes and variables such as gender, relation, and contact with individuals with IDs.
Conclusion
We discuss the need for innovative approaches aimed at changing attitudes toward individuals with IDs in sub-Saharan Africa as well as other study implications.
... Nemzetközi színtéren főleg komplexen a fogyatékossággal kapcsolatos attitűdöt mérik. A fogyatékossági csoportokra bontott vizsgálatok eredményei szerint az intellektuális képességzavarral szembeni előítéletesség és távolságtartás kiugróan magas (Patel-Rose 2014;Illyés-Mérei 1975;Berényi et al. 2005). További nehézséget jelent, hogy nincs egységesen kidolgozott és használatos mérőeszköz (Pongrácz 2017). ...
... Nemzetközi színtéren főleg komplexen a fogyatékossággal kapcsolatos attitűdöt mérik. A fogyatékossági csoportokra bontott vizsgálatok eredményei szerint az intellektuális képességzavarral szembeni előítéletesség és távolságtartás kiugróan magas (Patel-Rose 2014;Illyés-Mérei 1975;Berényi et al. 2005). További nehézséget jelent, hogy nincs egységesen kidolgozott és használatos mérőeszköz (Pongrácz 2017). ...
Jelen kötet prof. habil. Bánfalvy Csaba tiszteletére készült, olyan tanulmányokat tartalmaz, melyek többsége elhangzott azon a konferencián, melyet az ELTE Bárczi Gusztáv Gyógypedagógiai Karán, 2020. március 3-án rendeztünk „Fogyatékos emberek a 21. században” címmel Csaba köszöntésére.
A kötet tanulmányait azonban nemcsak ez köti össze, hanem az a gondolatiság, tudományos értékrend is, melynek Bánfalvy Csaba hosszú évtizedek óta teremtője, ösztönzője, kritikusa és számonkérője.
Perlusz Andrea
... Esta reticencia a incluir personas con DI dentro de la formación odontológica podría deberse a las dificultades asociadas y al mayor tiempo de atención relatada en el manejo de los casos más complejos y sin adaptación odontológica, lo cual se repite en estudios internacionales, principalmente por la falta de formación en lo teórico y práctico, además de falta de acercamiento previo a este grupo de personas (Gizani et al. 2014;McKenzie y Mitchell, 2019;Ryan y Scior, 2014;Ryan y Scior, 2016;DeLucia y Davis, 2009;Kristotakis et al. 2017), estudios británicos encontraron que el desconocimiento acerca de los personas con DI es la principal fuente de los temores y preconcepciones (Patel y Rose, 2014), además que de los profesionales de la salud sienten una presión por demostrar un trato igualitario hacia ellos, pero relatan ansiedad y miedo, principalmente por la falta de preparación (Ryan y Scior, 2016). Otros autores sugieren que propiciar el acercamiento mejora la actitud frente a la atención en salud de las personas con DI o física (Ryan y Scior, 2014). ...
Este estudio buscó identificar la percepción de estudiantes y docentes de una universidad privada, respecto a la idea de incorporación de atención de personas con discapacidad intelectual dentro del currículum de pregrado. Se diseñó un estudio mixto que aplicó un cuestionario validado previamente por expertos, basado en 20 aseveraciones con escala tipo Likert y un espacio libre para comentarios adicionales, a una comunidad de estudiantes del ciclo clínico y preclínico de odontología y sus docentes. Se realizó análisis cuantitativo de frecuencias según ítems y dimensiones, y cualitativo a través de análisis de contenido, finalmente triangulando los resultados con la literatura en la discusión. El cuestionario lo contestaron 176 personas (71% de la población), obteniendo las dimensiones del cuestionario percepciones positivas del 70,00%, 88,30%, 81,82% y 72,27%. En la parte cualitativa se construyeron cuatro categorías: La inclusión como tema relevante en la formación, Capacitación Teórica Necesaria, Atención Clínica por especialistas o cursos superiores, Consecuencias académicas de inclusión de personas con discapacidad intelectual en el currículum. Existe una favorable percepción de la incorporación de contenidos teóricos y atención a personas con discapacidad intelectual, sin embargo, existen reticencias respecto a la evaluación y a las dificultades asociadas a la atención propiamente tal de estas personas.
... Intergroup contact facilitates learning about external groups and this knowledge in turn reduces prejudice, but the contrary could also be true. Similarly, intergroup contact may help students to adopt the perspective of the outgroup members and to empathise with their problems, thereby improving intergroup attitudes (Dovidio & Banfield, 2015;Patel & Rose, 2014). Contact alleviates the initial anxiety that often accompanies the beginning of intergroup interaction and this reduction in anxiety is associated with the diminution of prejudice (Blascovich et al., 2001). ...
... From this perspective, it is important to identify what makes individuals more empathetic, in the hope that we may reduce negative attitudes and promote more meaningful social relationships. These findings are consistent with a previous study, which underlines that empathy has been found to have a positive influence on attitudes towards groups of stigmatized individuals (Patel & Rose, 2014). The present result suggests that two types of empathetic processes (parallel and reactive) that have not been examined in previous studies may play a role in understanding the nature of people's attitudes towards individuals with ID. ...
The present study aims to explore classical and modern prejudice towards individuals with Intellectual Disabilities (ID) among a sample of Italian university students who attend Social Sciences and Physical Sciences degree courses. A convenience sample of 280 university students (51.4% doing Social Sciences degrees, and 48.6% doing Physical Sciences degrees) participated in this research. Two separate hierarchical multiple regression analyses were carried out to examine the relationship between the variables in order to identify which predictors affect the expression of prejudice towards people with ID. The results showed that classical prejudice was predicted by males, no prior work experience with individuals with ID, Big Five, personality traits such as agreeableness and openness, low reactive empathy, reduced quality of contact, and intergroup anxiety. Modern prejudice was predicted by males, students who attended Physical Sciences degree courses, no prior work experience with individuals with ID, low parallel and reactive empathy. Limitations and practical implications are discussed.
... Discriminatory attitudes by the majority of the population may hinder the access of people with ID to the labour market, housing or the health care (Morin et al. 2019;Siperstein et al. 2003), or even the access to compulsory primary education, and this used to be a standard practice of the totalitarian regime in the Czech Republic (Pivarč 2015). At the same time, such attitudes may be the cause of many negative phenomena such as bullying or violence (Patel and Rose 2014;Seewooruttun and Scior 2014), discrimination (Jahoda and Markova 2004) or victimisation (Spaan and Kaal 2019). Moreover, pupils' attitudes towards people with ID may be affected by views, perceptions or various behavioural patterns of the significant others (such as their parents, teachers, or peers). ...
... However, it should be emphasised that a contact (experience) with individuals with (intellectual) disabilities cannot be automatically assumed as an indication of adopting more positive attitudes by pupils without disabilities (McManus, Feyes, and Saucier 2010). A number of research studies suggest that those pupils who reported a more frequent contact (e.g. as part of an inclusive school class) with people with ID also adopted more positive explicit attitudes towards them, unlike pupils whose contact was rather accidental or less frequent (Georgiadi et al. 2012;Patel and Rose 2014;Slininger, Sherrill, and Jankowski 2000). According to Hong, Kwon, and Jeon (2014) this association is significant even if pupils' age and gender are taken into account. ...
... These findings regarding the effect of personal experience, gender and age are consistent with the findings of other studies (e.g. Nowicki 2006;Patel and Rose 2014;Siperstein et al. 2007;Vignes et al. 2009;Wilson and Scior 2015). However, the above findings related to pupils' positive attitudes were not applicable in association with the social integration of people with ID, or rather their inclusion into regular primary schools. ...
This research study aimed to identify and analyse attitudes of Czech primary school pupils towards people with intellectual disabilities (ID). In total 2295 pupils aged 10 to 15 years participated in the study. The questionnaire based on the Likert scale design was utilised as the research tool. Its items were divided into four dimensions (interpersonal liking; social status and rights of people with ID; social integration; fear) using explorative factor analysis. The effect of pupils’ socio-demographic characteristics (gender, school year attended and their declared experience with ID person) was modelled using multiple regression analysis. Pupils’ attitudes towards ID were rather positive overall. Neutral/negative attitudes were found in the dimension called “social integration of people with ID”, or rather their integration into regular primary schools to join peers without disabilities. The “personal experience with person with ID” proved to be the most significant predictor of all outcomes and it affected pupils’ attitudes towards ID in the most positive way. Differences in pupils’ attitudes were determined in relation to the effect of gender and the school year attended. In relation to the research findings, the study limitations and recommendations for further research are discussed.
... Previous research suggests that there is confusion amongst students as to what an ID is (Patel & Rose, 2014). Participants were therefore presented with a definition of an ID for reference throughout the study, to ensure that the questionnaire was completed with an accurate knowledge of what IDs are, in order to maintain construct validity. ...
People with intellectual disabilities (IDs) are often subject to prejudice and negative attitudes within mainstream society. Personal contact has been found to be one of the most important factors in improving negative attitudes. Governmental policy changes in the UK in the 1990s facilitated the inclusion of children with IDs into mainstream education. The current study aimed to investigate whether the contact that students had with peers with IDs, through the inclusion of students with IDs in mainstream schools, is related to attitudes toward people with IDs. Two hundred and fortyseven undergraduate students completed an online questionnaire which measured attitudes toward people with IDs, and both the quality and quantity of contact with people with IDs in varying contexts. Correlational and regression analyses show that more contact at school is significantly associated with positive attitudes toward people with IDs, when controlling for contact in other contexts. Findings suggest that those who had a more, or higher, quality of contact were significantly more likely to have more positive attitudes in adulthood. These findings suggest that inclusion policies may help to encourage more positive attitudes toward people with IDs in the long term. Further research is necessary to replicate these findings, and to further these findings by investigating the specific experiences at school that may encourage more positive attitudes.
... The nature of attitudes held by regular classrooms toward educating children with disabilities can influence the implementation process of inclusion. Numerous researchers indicated that regular classrooms teachers show unfavourable attitudes toward educating students with disabilities (Patel and Rose, 2014;Westling et al., 2013). A study in Scotland indicated that regular classroom teachers refused to accept educating students with disabilities in their classes, believing that inclusion negatively influenced the learning of the rest of students (Florian, 2012). ...
