THE INFLUENCE OF CONTACT ON SOCIAL ATTITUDES TOWARDS INCLUSION: STUDY WITH STUDENTS FROM BRAZILIAN PUBLIC SCHOOLS
Keywords:
Special Education, Inclusive Education, Social AttitudesAbstract
Social attitudes towards inclusion are made up of cognitive, affective, and behavioral elements, and can act as predictors of behavior in relation to a specific social object, such as people with disabilities. These attitudes can be influenced by several factors, such as gender, age, previous contact, and education. Considering it, the present study aimed to analyze whether contact with people with disabilities can contribute to favorable social attitudes towards inclusion. Five hundred students aged from 6 to 16 participated in the research, distributed among the initial and final years of Elementary School, from public schools of the five regions of Brazil. The children's scale of social attitudes towards inclusion was used as a data collection instrument to verify students' social attitudes towards inclusion. The Wilcoxon test was applied to test the hypothesis that students who reported previous contact with people with disabilities would present more positive social attitudes towards inclusion. The results were statistically significant in the southeast region; however, no statistically significant differences were identified in other regions in the comparison between previous contact and social attitudes towards inclusion. So, it is suggested further studies that investigate possible relationships between the participants' demographic variables and social attitudes.
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References
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