Children's attitudes toward peers with intellectual disability

Abstract

The policy of inclusion (mainstreaming) of children with an intellectual disability in regular schools has raised questions about the extent to which 'true' integration is possible. One important aspect of integration is social acceptance by the regular class children. The purpose of this study was to determine the attitudes of children in primary and intermediate classrooms towards children with an intellectual disability housed in satellite classrooms at public schools. Teachers in the satellite classrooms completed a school integration questionnaire. Attitudes towards and the social distance afforded children in satellite classrooms were relatively positive across all children, especially girls. In particular, attitudes were more positive in schools which had more vigorous administrative policies concerning academic and social integration. The results are discussed in terms of current mainstreaming policies for children with intellectual disabilities.