Factors Affecting the Perception of Disability: A Developmental Perspective.

Iryna Babik,Elena S Gardner

doi:10.3389/fpsyg.2021.702166

Abstract

Perception of disability is an important construct affecting not only the well-being of individuals with disabilities, but also the moral compass of the society. Negative attitudes toward disability disempower individuals with disabilities and lead to their social exclusion and isolation. By contrast, a healthy society encourages positive attitudes toward individuals with disabilities and promotes social inclusion. The current review explored disability perception in the light of the in-group vs. out-group dichotomy, since individuals with disabilities may be perceived as a special case of out-group. We implemented a developmental approach to study perception of disability from early age into adolescence while exploring cognitive, affective, and behavioral components of children’s attitudes. Potential factors influencing perception of disability were considered at the level of society, family and school environment, and the individual. Better understanding of factors influencing the development of disability perception would allow the design of effective interventions to improve children’s attitudes toward peers with disabilities, reduce intergroup biases, and promote social inclusion. Based on previous research in social and developmental psychology, education, and anthropology, we proposed an integrative model that provides a conceptual framework for understanding the development of disability perception.

Highlights

Disability is defined as any impairment of the body or mind that limits a person’s ability to partake in typical activities and social interactions in their environment (Scheer and Groce, 1988)
The resulting intergroup biases lead to social exclusion of out-groups by members of the in-group
When and how do children develop positive vs. negative attitudes toward individuals with disabilities? What factors are imperative in this developmental process?

Summary

Introduction

Disability is defined as any impairment of the body or mind that limits a person’s ability to partake in typical activities and social interactions in their environment (Scheer and Groce, 1988). Since the Individuals with Disabilities Education Act, which mandated inclusive education in 1975, most children with disabilities receive their education in the general education setting, sharing classrooms with typically developing peers (Causton-Theoharis and Theoharis, 2008; U.S Department of Education, 2012). Interactions between children in such inclusive environments promote acceptance and social inclusion of individuals with disabilities within a classroom and in the society in general (Vignes et al, 2009; de Boer et al, 2013). Social inclusion allows an individual with disabilities to make friends, participate in social activities, and become a contributing and valued member of society (Murray and Greenberg, 2006; Mâsse et al, 2012)

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Conclusion