Attitudes Toward Persons With Disabilities Among Community Centers’ Management Staff Members: A Brief Report

2019 ◽  
Vol 63 (3) ◽  
pp. 187-191
Author(s):  
Gur Ayelet ◽  
Koch Roni
Keyword(s):  
Personal Contact ◽  
Community Centers ◽  
Attitudes Toward Disability ◽  
Or Education ◽  
Persons With Disabilities ◽  
Personal Connection ◽  
Staff Members ◽  
Positive Attitudes ◽  
Managerial Position ◽  
Management Staff

This study aims to examine the connections between personal demographic characteristics, knowledge about disability, contact with persons with disabilities, and attitudes toward persons with disabilities among Israeli community centers’ managerial position holders. The sample consisted of 84 managerial position holders working in different departments at Israeli community centers who completed the Multidimensional Attitudes Scale Toward Persons with Disabilities. A moderate negative connection was found between age and attitudes toward disability. No significant association was found between gender or education level and attitudes toward disability. Participants who personally knew a person with a disability showed more positive attitudes on the cognition dimension than those who have no personal connection to a person with disabilities. A moderate positive connection was found between knowledge about disability issues and attitudes toward those with disabilities. Our research concludes that both personal contact with individuals with disabilities and disability knowledge are associated with positive attitudes toward such individuals. Thus, recommendations were made to develop training for community centers’ management and employees to promote more favorable attitudes toward people with disabilities.

scholarly journals Wheelchair users, access and exclusion in South African higher education

2017 ◽  
Vol 6 ◽  
Author(s):  
Desire Chiwandire ◽  
Louise Vincent
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
South African ◽  
Ad Hoc ◽  
Persons With Disabilities ◽  
Wheelchair Users ◽  
Staff Members ◽  
Leading Role ◽  
South African Universities ◽  
The Right

Background: South Africa’s Constitution guarantees everyone, including persons with disabilities, the right to education. A variety of laws are in place obliging higher education institutions to provide appropriate physical access to education sites for all. In practice, however, many buildings remain inaccessible to people with physical disabilities.Objectives: To describe what measures South African universities are taking to make their built environments more accessible to students with diverse types of disabilities, and to assess the adequacy of such measures.Method: We conducted semi-structured in-depth face-to-face interviews with disability unit staff members (DUSMs) based at 10 different public universities in South Africa.Results: Challenges with promoting higher education accessibility for wheelchair users include the preservation and heritage justification for failing to modify older buildings, ad hoc approaches to creating accessible environments and failure to address access to toilets, libraries and transport facilities for wheelchair users.Conclusion: South African universities are still not places where all students are equally able to integrate socially. DUSMs know what ought to be done to make campuses more accessible and welcoming to students with disabilities and should be empowered to play a leading role in sensitising non-disabled members of universities, to create greater awareness of, and appreciation for, the multiple ways in which wheelchair user students continue to be excluded from full participation in university life. South African universities need to adopt a systemic approach to inclusion, which fosters an understanding of inclusion as a fundamental right rather than as a luxury.

Employers' Attitudes Towards Hiring and Retaining People with Disabilities: A Review of the Literature

2013 ◽  
Vol 19 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Jana Burke ◽  
Jill Bezyak ◽  
Robert T. Fraser ◽  
Joseph Pete ◽  
Nicole Ditchman ◽  
...  
Keyword(s):  
Work Performance ◽  
People With Disabilities ◽  
Demand Side ◽  
Affective Reactions ◽  
Attitudes Toward Disability ◽  
Individuals With Disabilities ◽  
Behavioural Intentions ◽  
Employer Attitudes ◽  
Positive Attitudes ◽  
Research Studies

This selective review provides an overview of salient research findings related to employers' attitudes towards disability and prospective influences on employers to improve employment outcomes of people with disabilities. Research studies included for review are mainly those which investigated employer attitudes towards disability as predispositions to hiring people with disability. Selected studies were classified into three categories including hiring and accommodating employees with disabilities, work performance, and affective reactions and behavioural intentions of employers. Excluded from the review were studies that investigated other factors influencing employer attitudes toward disability. Altogether 34 research studies from the period of 1987 until 2012 were included in the review. Primary databases for the review included ProQuest, Ebscohost, Lexus Nexus, ERICK Database and the Sage Sociology Collection. This review of the demand-side employment literature suggests employers hold relatively positive attitudes regarding individuals with disabilities. However, employer affective reactions and behavioural intentions of employers towards disability in the work setting were less positive and negatively impact hiring decisions, provision of accommodations and work performance appraisals. Employer attitudes represent an important demand-side factor impacting full participation in competitive employment for individuals with disabilities. While employers report generally positive attitudes toward disability, hiring practices may still be discriminatory. Use by rehabilitation professionals of demand-side strategies with employers would likely result in higher rates of work participation by people with disabilities.

scholarly journals COVID-19 lockdown and the satisfaction with online food delivery providers

2021 ◽  
pp. 200-209
Author(s):  
Washington Macías-Rendón ◽  
Katia Rodríguez-Morales ◽  
Holger Raúl Barriga-Medina
Keyword(s):  
Service Quality ◽  
Qualitative Analysis ◽  
Food Quality ◽  
Food Delivery ◽  
Structural Equations ◽  
Risk Exposure ◽  
Personal Contact ◽  
Exposure Reduction ◽  
Positive Attitudes ◽  
Structural Equations Model

The objectives of this research are to qualitatively explore the attitudes towards online food delivery providers (ODP) during the COVID-19 lockdown in Ecuador, and to quantitatively analyse whether there are changes in e-satisfaction with ODPs and three determinants (e-service quality, delivery workers personal aspects, and food quality). Qualitative analysis results of 104 customer opinions showed positive attitudes towards ODPs and a new motivation for using this service: risk exposure reduction. However, concerns about the application of biosafety guidelines by restaurants and delivery workers were also evident. A structural equations model (n=483) revealed that personal aspects lost significance as a determinant for e-satisfaction during the lockdown, most likely due to personal contact reduction during delivery.

scholarly journals Investigating Students’ and Staff Members’ Attitudes Toward the Efficiency of the Language Skills Modules Offered During the Foundation Year

2019 ◽  
Vol 12 (6) ◽  
pp. 24
Author(s):  
Abdulmohsen A. Dashti
Keyword(s):  
English Language ◽  
Basic Education ◽  
Language Skills ◽  
Language Teachers ◽  
English Department ◽  
Staff Members ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
English Major ◽  
English Language Teachers

In the scope of teaching English as a foreign language, and more specifically teaching speaking, reading, and writing, this study investigated the attitudes English language teachers-to-be have towards the three language skills modules, namely, Conversation, Reading, and Basic writing, offered by the College of Basic Education (hereafter CBE) in Kuwait. It also investigated the concerns of staff members at the English department in CBE with regards to the matter. The study utilized two questionnaires, one distributed to the students’ population, i.e., English major students (the sample received was (N 385), and the other one distributed to all staff members in the English department in CBE (N 27). In addition, 20 students were randomly selected and interviewed to verify the questionnaires’ results. The data, then, were analysed both quantitatively and qualitatively. Percentages, means and standard deviations were calculated together with t test and ANOVA. Results showed that even though most students and staff members showed positive attitudes towards most of the questionnaires’ items, others were concerned about a few items.

scholarly journals Beliefs and Attitudes Toward Inclusion of Student Teachers and Their Contact With People With Disabilities

2021 ◽  
Vol 6 ◽  
Author(s):  
André Kunz ◽  
Reto Luder ◽  
Wassilis Kassis
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Disruptive Behavior ◽  
Self Efficacy ◽  
People With Disabilities ◽  
Personal Contact ◽  
Attitudes Toward Inclusion ◽  
Positive Effects ◽  
Positive Attitudes ◽  
Beliefs And Attitudes

Inclusive schooling has been a key issue in special needs education for the last 20 years. In this context, teacher's attitudes toward inclusion is an essential factor in professional competence. It is therefore in the interest of an inclusive school system that inclusion-related beliefs and attitudes are cultivated in basic teacher education. Although some studies report positive effects of basic teacher education on successful inclusion processes and outcomes at school, the findings on attitude changes in teacher education are inconsistent. Multiple factors influence inclusion-related attitudes and beliefs. Among them, personal contact with people with disabilities is important. The present study at the University of Teacher Education in Zurich, Switzerland, examines the influence of previous contact with people with disabilities on attitudes toward inclusion after initial teacher training modules. An online survey (N = 443) was conducted before (T0) and after (T1) a training module on inclusive education/inclusive teaching. Validated scales on attitudes toward inclusion were used. The findings show that the student teachers report significantly more positive contact with people with disability than negative ones. At the same time, student teachers who are in contact with people with disabilities report a significantly more positive attitude toward inclusion at the beginning of the term, and a higher self-efficacy in dealing with disruptive behavior and interdisciplinary cooperation, as well as an individualizing teaching structure. They also report fewer concerns and negative attitudes than student teachers without such contact. Contact with people with disabilities was significantly related to an anticipated willingness to take on an inclusive class. However, no moderating effect of contact over the term was found. Additionally, we identify a considerable heterogeneity on positive attitudes toward inclusion within the respective groups (i.e., more positive or negative contact) via multigroup latent profile analysis. In particular, higher levels on self-efficacy in dealing with disruptive behavior and individualizing teaching structure were central indicators for positive attitudes toward inclusion; this held for both contact groups.

scholarly journals EFFECT OF EDUCATIONAL LEVEL ON ATTITUDE TOWARDS THE PHYSICALLY CHALLENGED PERSONS IN KOGI STATE, NIGERIA

2021 ◽  
Vol 9 (10) ◽  
pp. 952-957
Author(s):  
Ejeh Esther ◽  
◽  
Joseph Alila ◽  
Keyword(s):  
Educational Level ◽  
Disabled Persons ◽  
Self Report ◽  
Simple Linear Regression ◽  
Cross Sectional ◽  
Persons With Disabilities ◽  
Positive Attitudes ◽  
Physically Challenged ◽  
Physical Challenges ◽  
Report Measure

People living with physical challenges constitutes part of the larger society and should be given the inclusive opportunity to engage fully in societal activities. The plight of persons with disabilities in Kogi State, Nigeria, has attracted increasing concern over the years. Thus, the present study aimed to examine the variations in attitude towards the person with physical challenges in Kogi State based on educational level. The study adopted a cross-sectional research design. One hundred and seventeen (n=117) participants randomly pooled from different locations in the Kogi State, Nigeria, participated in the study. The participants completed a self-report measure of the modified version of the Attitudes towards Disabled Persons (SADP) Scale. The result revealed that the participants primarily showed positive attitudes towards persons with physical challenges despite their educational level. Also, the result of the simple linear regression conducted to test the hypothesis revealed that educational level does not predict attitude towards the physically challenged.

Ethnic and Gender Influences on the Social Acceptance of Persons with Disabilities by African American and White College Students

1999 ◽  
Vol 30 (1) ◽  
pp. 31-34 ◽  
Author(s):  
Chandra M. Donnell ◽  
Reginald J. Alston ◽  
Joseph L. Hampton ◽  
Tyronn J. Bell
Keyword(s):  
Social Acceptance ◽  
Rehabilitation Counseling ◽  
Minority Group ◽  
Social Situations ◽  
Group Status ◽  
Persons With Disabilities ◽  
Positive Attitudes ◽  
The Social ◽  
And Gender ◽  
Gender Influences

A small number of studies have yielded inconclusive results when examining the assertion that ethnic minorities have greater acceptance of persons with disabilities because of shared minority group status. The purpose of this study was to explore the hypothesis that African Americans, in comparison to Whites, hold more positive attitudes toward persons with disabilities in social situations. Also, differences according to the gender of the college student participants were explored. Implications for rehabilitation counseling are provided.

Attitudes of undergraduate students towards persons with disabilities; the role of the need for social approval

2013 ◽  
Vol 44 (1) ◽  
pp. 40-49 ◽  
Author(s):  
Joanna Kowalska ◽  
Justyna Winnicka
Keyword(s):  
Undergraduate Students ◽  
People With Disabilities ◽  
Social Approval ◽  
Social Desirability Scale ◽  
Persons With Disabilities ◽  
Explicit Attitudes ◽  
Positive Attitudes ◽  
The Impact ◽  
The Relationship

Abstract The purpose of this study was a diagnosis of the attitudes of students of Warsaw universities towards people with disabilities and the variables which impacted on these attitudes. Additionally, we examined the relationship between the need for social approval and explicit attitudes towards people with disabilities. The study focused on two components of attitudes: behavioural (measured by preferable social distance - SDSB) and cognitive (tested with a semantic differential scale - SDSO). 318 students completed a survey including a demographic sheet, a social desirability scale, the SDSB and SDSO. The results indicate that students expressed positive attitudes towards people with disabilities. The impact of such variables as gender, the type of disability and the need for social approval was registered and were differentiated in regard to components of attitudes. The results are discussed with reference to earlier research and cues for further studies are suggested.

Chinese Attitudes toward Cleft Lip and Palate: Effects of Personal Contact

2006 ◽  
Vol 43 (6) ◽  
pp. 731-739 ◽  
Author(s):  
R. K. K. Chan ◽  
B. McPherson ◽  
T. L. Whitehill
Keyword(s):  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Emotional Health ◽  
Disabled Persons ◽  
Personal Contact ◽  
Attitudes Toward Disabled ◽  
Positive Attitudes ◽  
Chinese Parent ◽  
Previous Contact ◽  
Adults And Children

Objective: The purpose of this study was to investigate the effect of personal contact on the attitudes of individuals towards persons with cleft lip and palate (CLP) and the possible cultural differences in these attitudes for Chinese respondents living in Hong Kong. Design: Chinese parent, teacher, and employer groups were administered a cleft lip and palate attitudinal questionnaire and the Scale of Attitudes Toward Disabled Persons inventory. Subjects: Thirty-nine parents of children with CLP, 27 teachers of children with CLP, and 37 employers with no previous contact with individuals with CLP participated in the study. Results: The results showed significant intergroup differences on several items involving beliefs concerning emotional health, social development, and employment-related barriers for individuals with CLP, and whether such individuals should seek nonmedical help to treat speech problems. Employers showed a comparatively less favorable attitude to persons with CLP than the two other groups. Conclusion: Parent, teacher, and employer groups in the Chinese community studied showed differences in their attitudes towards individuals with CLP. The findings suggest the need for further community health education to help develop more positive attitudes towards disabled persons in general, as well as programs targeted at reducing negative stereotyping of adults and children with CLP.

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