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Abstract
Background: Attitudes toward peers with disabilities play a crucial role in implementing inclusive education. This study examines how students' attitudes are associated with gender; having relatives with disabilities and the frequency of contact with them; attending a class that includes students with special educational needs (SEN); and having previous contact with SEN students through joint activities.Methods and Procedures: The participants included 652 elementary school students (grades 4–6) who completed a short version of the Chedoke-McMaster Attitudes Toward Children with Handicaps (CATCH) questionnaire in Arabic.Outcomes and Results: Students in inclusive classes express more positive attitudes in comparison with students in regular classes. However, previous contact through joint activities was associated with more positive attitudes. Females were more likely to hold positive views than males. Having relatives with disabilities had no effect; however, a high frequency of contact with them was associated with more positive perspectives.Conclusions and Implications: The findings on students' attitudes indicate that joint activities between students with and without disabilities are important to promote positive attitudes. Planned opportunities to increase frequent contact, and to promote joint activities between students with and without SEN are recommended.
Highlights
Enrolling students with special educational needs (SEN) in regular classrooms is a shared goal in countries around the world
Joint Activities Impact on Students Attitudes the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006) have become key documents that promote inclusive education globally. These documents are in line with research outcomes indicating that SEN students have more positive academic development in inclusive classes compared to SEN students in special schools (Ruijs and Peetsma, 2009; Oh-Young and Filler, 2015)
According to a review by the European Agency for Special Needs Inclusive Education (2018), in addition to learning outcomes, social development and postschool options are higher for SEN students that attend inclusive classes compared to SEN students from special schools
Summary
Enrolling students with special educational needs (SEN) in regular classrooms is a shared goal in countries around the world (such as states in Europe, the US, Saudi Arabia, and South Africa). Joint Activities Impact on Students Attitudes the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006) have become key documents that promote inclusive education globally. These documents are in line with research outcomes indicating that SEN students have more positive academic development in inclusive classes compared to SEN students in special schools (Ruijs and Peetsma, 2009; Oh-Young and Filler, 2015). This study examines how students’ attitudes are associated with gender; having relatives with disabilities and the frequency of contact with them; attending a class that includes students with special educational needs (SEN); and having previous contact with SEN students through joint activities
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