Abstract
The study compares attitudes and social representations towards disabled children among children that have contact and non- contact experiences The participants were 80 children, aged 9-12 years, divided in two groups balanced for gender and age. A semi-projective instrument was used, ad hoc designed with cartoons, to express attitudes towards non-disabled (in-group) and disabled (out-group) children and a Semantic Differential relative to disabled children, made up of 20 couples of opposite adjectives. The instruments were used individually during school time. Children with contact experiences have a positive attitude towards the ones belonging to out-group and show towards disabled children a positive social representation. The study confirms the important role of the school context for the integration of disabled people.
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