Preschool Children's Conceptions of Disabilities

Abstract

This research investigates the ways in which preschool children conceptualize different disabilities. Subjects were 46 children, 3 to 6 years of age, enrolled in inclusive preschool programs. Children were interviewed to learn their ideas about physical and sensory disabilities and Down syndrome, and to assess the salience of disability in their responses to photographs of unfamiliar children. Results revealed that most children were aware of physical disability, half of the children were aware of sensory disabilities, and no children expressed an awareness of Down syndrome. Children were sensitive to the effects of a physical disability on a child's motor performance, but were less aware of the consequences of other disabilities. These results have important implications for understanding typically developing children's reactions to, and ideas about, their classmates with disabilities in inclusive settings.